AFTEE KINDERGIARTEN — WHAT? 
A PRBIER OF 

READING AND WRITING 



E. P. PEABODY AND MARY MA^N 



AFTER KINDERGARTEN — WHAT 



A^ PRIMER 

OF 

READING AND WRITING FOR THE 
INTERMEDIATE CLASS 

AND 

PRIMARY SCHOOLS GENERALLY. 



E. P, PEABODY AND MARY MANN. 



m THREE PARTS. 



E. STEIGER, 
I^EW YORK. 




V^'^A 



Copyright, 
By E. p. Peabodt. 

1878. 



Cambridge : 
Press of John Wilson &> Son. 




,..^^ *n 



PRIMER. 



EXPLANATORY PREFACE. 

[Extracted from Miss Peabodi/'s " Revised Guide to Kindergarten and 
Intermediate Class ; " to be read by the teacher very carefully bcfore- 
hand.\ 



The art of reading should be taught simultaneously with 
writing; writing should begin with copying the small 
printed letters. I certainly should advise that neither 
should begin till children are hard upon seven years of 
age ; for reading and writing properly belong to a second 
stage of education, after the Kindergarten exercises on 
the blocks, sticks, peas, &c., are exhausted, or nearly so, 
and childi'en have become expert in sewing, weaving, 
pricking, and drawing, — arts which shall have taught 
them to see accurately and discriminate minute differ- 
ences, and given a certain general cultivation to the mind 
by habits of observation and classification. Then it will 
be possible to teach reading on a philosophical method, 
which will make the acquisition an advantage to the 
mind, instead of the distraction it now is to those whose 
vernacular is English, — the pot-poxirri of languages, and 
whose orthography seems so lawless it should rather be 
called Jcakography. 

Though we repudiate a new phonography so far as to 
depi-ecate its being applied to the English language, and 
reducing all our libraries to a dead language, as it were, 



4 EXPLANATORY PREFACE. 

we are aware that phonography (soufid-writmg) is the 
true principle ; and this method of ours takes advantage 
of all the phonography of the English lettering (as we 
shall proceed to show), and enlarges it, without altering 
the aspect of the language. 

For, if we pronounce the vowel characters as their Latin 
inventors did, and the Continental nations now generally 
do, — namely : a, as in art, whether short or long ; e, as in 
ebb, when short, and long, as in fete/ i, as in ink, when 
short, when long, as in marine / o, as in no/ and u, as in 
the final of Peru (not yu) ; also the letters c and g, hard, 
— it will be found a fact, that the lai-gest number of the 
syllables heard in English are phonographic, and a very 
large number of whole words besides. 

It was suggested to me by Dr. Kraitsir, that I should 
take a volume of any book, and count the times that each 
of the vowels, and c and g, were sounded as the Romans 
sounded them, and how many times they were sounded 
otherwise ; and thus see whether it was true (as he said) 
that these Roman sounds were the most frequent, even 
in the English language. I did so on the third chapter of 
" Waverley," from the beginning to the words, " primary 
object of study," and counted the number of times that 
the ambiguous letters occur, and found that the letter a 
occurs 244 times, and has the Italian sound in every in- 
stance but 38 ; e occurs 340 times, and has the Italian 
sound except 28 times ; i occurs 240 times, and has the 
Italian sound in every instance but 18 ; u occurs 58 times, 
and only 20 times as in the English alphabet. The c occurs 
81 times, and has the hard sound except in 27 instances. 
The g occurs 51 times, and has the hard sound in every 
instance but 12. The y occurs 35 times, and has the 



EXPLA.NATOKY PREFACE. O 

Italian sound in every instance but two. Indeed, I found 
g was hard, even before e and t, in the case of every Saxon 
word ; and that all the sort g's^ which are not many, were 
derived from the Norman-French. 

I then set myself to find what words in English there 
were, written entirely with the Roman-sounding letters ; 
and, to my surprise, found enough to fill a primary spell- 
ing-book, while most of the syllables of the rest of the 
words in the language yielded, on analysis, the same 
sounds. It immediately occurred to me to begin to teach 
children to read by these words, whose analysis would 
always yield them the Roman sounds ; and reserve, till 
afterwards, the other words (which are exceptions to be 
learned by rote, as now all words are). 

I tried my first experiment on a child four years old, 
by printing on a blackboard certain wo7'ds, letter by letter, 
until he had learned the whole alphabet, — both to know 
each character at sight, and to print it on the blackboard ; 
and it was a signal success. 

And my subsequent way of proceeding has been as 
follows: Seating the children before the blackboard, with 
their slates and pencils, I have proposed to draw a post, 
— two nearly perpendicular lines, rounded at the top, — 
and a little grass growing at the foot. I exemplified, 
first, myself, telling them to imitate. I then said, " What 
is this? " and they replied, " An old post." I said, " I am 
going to show you how to write ' old post,' by making a 
sign for each sound. There are three different sounds in 
old, — o-l-d." (I gave the powers, and not the names 
el and dee.) 

I then made the o on the blackboard, and told them to 
imitate it on the slate, sounding it at the same time. I 



6 EXPLAIN ATORY PREFACE. 

then said, " Now we must make 1, which is a little line 
up and down, beginning a little higher than the top of 
the o, and ending where it touches the line " (for the chil- 
dren had lines drawn on their slates). We sounded o as 
we wrote the I. I then said, " Now make another line, a 
little way off, and a little curve on the left-hand side of 
the lower half, and it will make the whole word old. 
Now we will write post : first, make a line beginning half 
as high as the 1, and drawing it down below the line " (there 
should be a line on the blackboard), " and, on the right- 
hand side, above the line, make a curve, as if you were 
pouting out your upper lip." I then gave the power of^, 
as the beginning of the word " post," and said, " Can you 
make p into po ? Put an o on one side, and it will be po. 
" Next comes a hissing sound, and we can make a little 
snake as a sign for it. First, we will make a little mite of 
a curve facing the right hand" (I exemplified), " and then 
another curve facing the left ; that makes the word pos. 
But we must have t : make a line not so high as the 1, 
and then, near the top, make a little mite of a line crossing 
it." I accompanied my words with the action. I then 
said, " What is that growing at the foot of the post f " 
They said, " Grass." I said, " Well, let us write grass : 
first, just above the line, make a little circle, and join a 
dot at the upper right-hand of it ; then, under the line, 
put a little mite of an egg-shape, the small end at the 
right hand, and connect it with the circle by a little hook, 
— so." They imitate, as I exemplify ; and I say, " g 
(eg) is the first sound in grass: now, roll your tongue 
to make r (rer), and write a short mark with a dot joined 
at the upper left-hand side, and a little mite of a curve 
at the upper right-hand side. Then, for the next sound. 



EXPLANATORY PREFACE. 7 

a (ah), first make a little mite of an egg^ the smaller end 
at the right hand. Now we will make a little snake look- 
ing at it : first a dot just over the large end of the egg, 
which is the snake's head ; and this is the body," I said, 
' at the same time making a curve to the small end of the 
egg. (This letter a is a hard one for children to make ; and 
the teacher must accept a quite indifferent success, when 
the right thing is meant. The hand learns to obey the 
mind slowly, — but surely.) The hissing sound at the end 
oi grass can be made by two snakes, again described and 
exemplified. This is an ample lesson for the first one ; 
but, if the children have been prepared in Kinder- 
garten, they can do as much as this in half an hour very 
easily. 

The next day, they found the words old post and grass 
were written on the blackboard, and read them off. Then 
I asked them what tom-cat cried in the night, and they 
answered, simultaneously with me, mieaou (which gives 
the whole sound of the vowels, ih, eh, ah, oh, u, used). 

To write the word mieaous, they had only to learn three 
new letters. First, I described, as I wrote, m: "Three 
little marks, up and down, joined on top." In making 
m into mi, I made them observe with the ear that the 
sound i was added, and called attention to its different 
form from y. I said, " There are two signs for ih : one 
has a tail (y), and one has a dot (i). Here you must make 
one little short mark, and put a dot over it, — so. Now, 
to make mi into mie, you must make first a little line, — 
so; and, at its right hand, begin, and make almost a 
circle towards the left, — so " (and I exemplified, and told 
them that was the sign for e as in egg). I then added, 
" Now make the sign for a (aA) (the little egg, and the 



8 EXPLANATORY PREFACE. 

snake looking at it) ; and then o, and then u " (I did 
not say yu)^ "and now the s." ^ 

After they had written pussy mieaous, I proposed they 
should write kitty iniics, and showed them how to write 
y and k ; and let them tell me how to make the other let- 
ters, which they were pleased to do. 

Notwithstanding so many words in English are phono- 
graphic, it is not possible to make many good sentences 
of them, because the most common words are anomalous. 
But the above words, with a lew others, will give all the 
letters ; and the children will be so amused with the work, 
they will not mind the small intrinsic interest of the sen- 
tences, which they will be glad to read oif in the book 
afterwards : — 

old post in grass ; pussy mieaous ; mamma fixes 
papa's vest ; car-bells ring ; cars will go quick ; jelly 
jars ; dizzy old hen ; pussy is kitty's mamma. 

These few sentences involve the whole alphabet, and 
can be written over and over again, till it is certain that 
they know it, and have an indelible association of its 
sounds and forms. 



1 I made no comment on the s having the z sound here ; for, as 
it was their own language that they were learning to read and write, 
I knew it would make no practical difficulty. But some teachers 
may think it worth while, at this early stage of learning to read, 
that the children's attention should be called to the fact that, after 
the pure vowels, semi-vowels, and sonorous consonants, the s takes the 
sound of z ; and be taught, when it does, to put a dot over the s in 
the writing ; also when the s comes between two vowels, as in roses. 
In the above lines, they will therefore point the s in mieaous, fixes, 
papa's, bells, cars, jars, hens, and kitty's. 



EXPLANATOEY PREFACE. 9 

It will be observed that we do not give any capital 
letters. It is the little letters that it is most important 
should be dissociated from the usual names. But, as it is 
convenient, practically, to have the names of the capitals 
"(for the convenience of taking music-lessons, and giving 
initials), after a few more exercises we will give a list of 
proper names, which must, of course, have capitals ; and 
then the usual names may be given to the capitals^ ar- 
ranged in a tabular scheme, according to the organs. 
(Or, if any teacher chooses, the proper names and table 
may be omitted till later.) 

In order to fix the phonographic law perfectly, we first 
give some elemental syllables of two and three letters, 
which the children can probably read off at sight, not 
spelling them ; and afterwards, some columns of words, 
which can doubtless be read at sight very soon. But, as 
it is bad to read words without, at the same time, recog- 
nizing their meaning, it is better to make object-lessons 
of each word, thus : Pronounce the word, and then ask 
the children to make some sentence with the word in it 
(which is altogether the best way of teaching the defi- 
nitions of words). While they are doing this, write the 
word on the blackboard, and, when a column is completed, 
let them take the book, and pronounce the words at sight. 
This exercise will give incidental opportunity to impart 
a great deal of general information to the children ; and 
associate words with the objects, relations, thoughts, feel- 
ings, and general ideas that they symbolize, teaching the 
thing signified with the sign. 



Part L 



EXERCISES FOR THE SLATE. 

Let all these syllables be pronounced with one impulse 
of the voice ; not separating them phonically, except when 
dictating the writing. Some teachers will prefer to omit 
them, and go immediately upon the monosyllabic words 
that follow these two pages. 



M - 


1 - 


e - a 


- - 


■ u 




mi 


me 


ma 


mo 


mu 


-my^ 


pi 


pe 


pa 


po 


pu 


-py 


bi 


be 


ba 


bo 


bu 


-by 


fi 


fe 


fa 


fo 


fu 


-fy 


vi 


ve 


va 


vo 


vu 


-vy 


ki 


ke 


ka 


ko 


ku 


-ky 






ca 


CO 


cu 




gi 


ge 


ga 


go 


gu 


-^y 


hi 


he 


ha 


ho 


hu 


-hy 


ni 


ne 


na 


no 


nu 


-ny 


di 


de 


da 


do 


du 


-dy 


ti 


te 


ta 


to 


tu 


-ty 


si 


se 


sa 


so 


su 


-sy 


zi 


ze 


za 


zo 


zu 


-zy 


wi 


we 


wa 


wo 


wu 


-wy 


31 


je 


ja 


jo 


ju 


-jy 


yi 


ye 


ya 


yo 


y^ 




u 


le 


la 


lo 


lu 


-ly 



1 y is short in these columns of final syllables. 



12 EXERCISES FOE, THE SLATE. 



kli 


kle 




kla 


klo 


klu 


-kly 


cli 


cle 




cla 


clo 


clu 


-cly 


gli 


gle 




gla 


glo 


glu 


-giy 


pli 


pie 




pla 


plo 


plu 


-ply 


bli 


ble 




bla 


bio 


blu 


-bly 


fli 


fle 




fla 


flo 


flu 


-fly 


ri 


re 




ra 


ro 


ru 


-ry 


pri 


pre 




pra 


pro 


pru 


-pry 


bri 


bre 




bra 


bro 


bru 


-bry 


fri 


fre 




fra 


fro 


fru 


-fry 


cri 


ere 




era 


cro 


cru 


-cry 


kri 


kre 




kra 


kro 


kru 


-kry 


gri 


gre 




gra 


gro 


gru 


-gry 


dri 


dre 




dra 


dro 


dru 


-dry 


tri 


tre 




tra 


tro 


tru 


-try 


qui 


que 




qua 


quo 




-quy 


eb 


ec 


ed 


ef 


eg 


ek el 


em 


en 


ep 


es 


et 


ev 


ex ez 


— 


ib 


ic 


id 


if 


ig 


ik il 


im 


in 


ip 


is 


it 


iv 


ix iz 





The following monosj^llables are to be pronounced with 
one impulse of the voice, and then dictated phonically, to 
be written on the slate after having been defined fey the 
children's putting them into sentences viva voce, and then 
let them read the columns tiU they can be read at a glance : — 



EXERCISES FOR THE SLATE. 13 



it 


dip 


ill 


din 


bit 


lip 


biU 


fin 


fit 


nip 


fill 


pin 


hit 


pip 


hill 


tin 


kit 


rip 


kill 


win 


lit 


sip 


miU 


kin 


nit 


tip 


pill 


sin 


mit 


quip 


riU 


dim 


pit 


drip 


siU 


him 


sit 


clip 


will 


rim 


wit 


flip 


quill 


grim 


quit 


slip 


still 


brim 


flit 


grip 


spill 


trim 


slit 


trip 


frill 


slim 


spit 


strip 


driU 


skim 


split 


scrip 


grill 


swim 


big 


did 


dick 


hilt 


dig 


hid 


kick 


tilt 


fig 


kid 


Hck 


jilt 


gig 


M 


nick 


wilt 


jig 


mid 


pick 


quilt 


pig 


rid 


rick 


fist 


wig 


quid 


sick 


hist 



14 



EXERCISES FOR THE SLATE. 



twig 


hiss 




tick 


jist 


swig 


kiss 




wick 


list 


trig 


miss 




quick 


mist 


grig 


bib 




stick 


wist 


prig 


jib 




brick 


twist 


sprig 


fib 




trick 


grist 


ilk 


nib 




prick 


wisp 


silk 


rib 




slick 


lisp 


milk 


squib 


zinc 


strict 


kink 




king 




limp 


Unk 




ring 




pimp 


mink 




sing 




gimp 


pink 




wing 




gift 


sink 




swing 




lift 


wink 




sling 




sift 


prink 




cling 




rift 


drink 




spring 




drift 


swink 




bring 




swift 


blink 




string 




dint 


clink 




disk 




lint 


minx 




frisk 




mint 


lynx 




brisk 




tint 


fix 




film 




stint 


six 




didst 




flint 


mix 




midst 




print 



EXERCISES FOK THE SLATE. 



15 



eU 


bet 


led 


den 


bell 


get 


red 


hen 


deU 


jet 


wed 


men 


fell 


let 


bled 


pen 


jell 


met 


fled 


ten 


sell 


net 


sled 


wen 


tell 


pet 


bred 


glen 


well 


set 


beck 


belt 


dwell 


wet 


deck 


felt 


quell 


fret 


neck 


melt 


swell 


ebb 


reck 


pelt 


elf 


web 


peck 


welt 


self 


bed 


-ment 


dwelt 


delf 


fed 


-ent 


smelt 


bar 


cart 


ark 


daft 


car 


dart 


dark 


haft 


jar 


hart 


hark 


raft 


mar 


mart 


lark 


waft 


par 


part 


mark 


graft 


tar 


tart 


park 


craft 


star 


start 


spark 


draft 


scar 


smart 


stark 


scarf 


spar 


arm 


carp 


sta:ff 


bam 


harm 


harp 


quaff 


darn 


farm 


mass 


snarl 



16 



EXERCISES FOR THE SLATE. 



yarn 


card 


pass 


marl 


pant 


bard 


lass 


ant 


plant 


hard 


class 


papa 


slant 


lard 


brass 


mama 


grant 


yard 


grass 


alas 


best 


bend 


bent 


mess 


best 


lend 


dent 


dress 


jest 


mend 


lent 


vex 


lest 


pend 


pent 


sex 


nest 


rend 


rent 


next 


pest 


send 


sent 


text 


rest 


tend 


tent 


wept 


test 


vend 


vent 


kept 


vest 


wend 


went 


slept 


west 


blend 


blent 


swept 


quest 


elk 


reft 


eld 


zest 


yelk 


heft 


held 


drest 


welk 


left 


weld 


help 


elm 


cleft 


-ness 


yelp 


helm 


kelp 


-less 


hasp 


oh 


grown 


. sold 


gasp 


lo 


strown 


hold 


rasp 


no 


gross 


gold 


grasp 


so 


host 


fold 


clasp 


wo 


ghost 


bold 



EXERCISES FOE THE SLATE. 17 



cast 


bow^ 


most 


cold 


mast 


tow 


post 


wold 


vast 


mow 


bolt 


told 


fast 


row 


colt 


mold 


past 


sow 


dolt 


port 


last 


low 


poll 


fort 


blast 


glow 


toU 


pork 


bask 


slow 


roll 


bull 


cask 


flow 


droll 


full 


mask 


flown 


stroll 


pull 


task 


blow 


torn 


put 



flask blown worn puss 

The foregoing monosyllables demonstrate that an impor- 
tant portion of English corresponds in sound with Latin, 
and can be wi-itten perfectly in the Latin letter. The Latin 
M, however, does not occur in monosyllables so much in 
proportion, and the letter is used a gi-eat deal in English 
to designate other sounds, as will be seen in Part III. 
In the following words of several syllables, it will be ob- 
served that in unaccented syllables e and a are always 
short, — thus, reject, deject, brutrd, frugal,^ — and therefore 

' The w (weh) is not quite silent in these words. 
'^ More than one thousand English words end in -al. 
More than two hundred „ „ -el. 

-en. 

■ant. 

-ent. 



Nearly four hundred 

9 



-ly. 



18 



EXERCISES FOR THE SLATE. 



are sounded eh and ah. There may be some dispute about 
this ; but, in a disputable case, the law of analogy ought to 
decide the question. So we give the Itahan sound of a 
always before s and r. There is good usage to plead for 
it, if also for the flat sound. 

In dictating these words, let the teacher give the syllabic 
anatysis of the word, and not the phonic analysis of the 
syllable. 

Dissyllables accented on the First Syllable. 



gar'den 


lim'pi(J 


pul'pit 


mar'ket 


florist 


gru'el 


gar'net 


inlant 


cru'el 


car'pet 


ped'ant 


cru'et 


in'most 


baslvot 


lu'nar 


im'post 


caslvet 


druld 


car'cass 


bris'ket 


lu'rid 


har'ness 


pulling 


tulip 


bel'fry 


putling 


du'cal 


wiz'ard 


pus'sy 


JW 


giz'zard 


fluid 


jurist 


inVard 


fluent 


fully 


nig'gard 


truism 


bully 


mispress 


tru'ant 


ru'ral 


em'press 


fru'gal 


ruin 


host'ess 


brulal 


su'et 


tresspass 


pud'ding 


duly 


gimlet 


pullet 


du'el 



EXERCISES FOR THE SLATE. 



19 



There are more than thirteen hundred words in English 
that end in the syllable -ness ; more than two hundred 
that add the syllable -less, and numerous words ending in 
-ing ; Adz. : — 



ill ness 


fitt ing 


reck less 


fit ness 


dipp ing 


rest less 


wit ness 


kill ing 


help less 


dim ness 


will ing 


star less 


grim ness 


spitt ing 


harm less 


smart ness 


sell ing 


wit less 


hard ness 


dwell ing 


wing less 


swift ness 


frett ing 


rent less 


vast ness 


deck ing 


kin less 


gross ness 


melt ing 


list less 


droll ness 


smelt ing 


arm less 


bold ness 


barr ing 


art less 


cold ness 


jarr ing 


mast less 


full ness 


start ing 


scar less 



Dissyllables with Accent on Second Syllable. 

begin' admit' demand' 

beset' remit' remand' 

regret' refit' impart' 

depict' depart' 



cadet' 
dismiss' 



restrict' 



indent' 



20 



EXERCISES FOR TBTE SLATE. 



distress' 


expend' 


behest' 


amass' 


defend' 


impress' 


alarm' 


elect' 


profess' 


disarm' 


deject' 


express' 


embark' 


detect' 


depress' 


regard' 


inject' 


engross' 


retard' 


reject' 


desist' 


impel' 


infect' 


abyss' 


hotel' 


project' 


distend' 


desist' 


insist' 


expend' 


depend' 






Trisyllables 


with Accent on First 


Syllable. 


vil'lany 


his'tory 


min'istry 


no'tary 


vic'tory 


den'tistry 


vo'tary 


fel'ony 


crim'inal 


ar'tery 


har'mony 


lyrical 


liv'ery 


ig'norant 


lin'eal 


rev'ery 


ar'rogant 


min'eral 


test'ily 


big'oted 


myst'ical 


len'ity 


syn'cope 


dig'nity 


lev'ity 


jov'ial 


enmity 


ar'senic 


sys'tole 


sym'metry 


heretic 


ret'rospect 


tyr'anny 


fed'eral 


vin'egar 


por'tico 


qler'ical 


pyr'amid 


fo'lio 



EXEECISES FOR THE SLATE. 



21 



me'trical 

sem'inal 

festival 

pen^alty 

in'terest 

rick'etty 

Trisyllables 

dilem'ma 

sona'ta 

arma'da 

bana'na 

tiara 

duen'na 

toma'to 

Polysyllables 

asperity 

dexterity 

fidelity 

amenity 

inten'sity 

nobility 

divinity 

impediment 

cameFopard 



dimity 

trinity 

in'terim 

harlequin 

dividend 

in'digo 

with Accent on 

sardo'nyx 

dyspep'sy 

discredit 

statistics 

insipid 

olym^pic 

elec'tric 

accented on the 

avidity 

validity 

rapidity 

timidity 

mobility 

malig'nity 

nativity 

prolixity 

indem'nity 



retina 

pelican 

ben'efit 

sen'tinel 

prefatory 

pred'atory 

Second Syllable. 

alem'bic 

domes'tic 

foren'sic 

eclec'tic 

erra^ta 

prolific 

familiar 

Second Syllable. 

propin'quity 

illi/sory 

inven'tory 

direc'tory 

reve/tory 

senso'rium 

enco'mium 



olym'piad 
integ'ument 



22 EXERCISES FOR THE SLATE. 

Polysyllables accented on the Third Syllable. 

epilep'sy infidelity 

epilep'tic insipidity 

epidemic intrepidity 

influen'za sensibility 

tarantula credibility 

Polysyllables accented on the Fourth Syllable. 

inquisito'rial impressibility 

inflexibility perfectabillty 

irritability respectability 

insensibility incredibility 

Polysyllables accented on the Fifth Syllable. 
impenetrability 
indivisibility 
inevitability 

As it is convenient for children to know the customary 
names applied to the letters, they can be taught to attach 
them to the capitals, without disturbing the phonic names 
of the small letters. 

With the intent of giving these names in words in which 
they are heard, the following sentences are prepared for 
the children to read and write : — 

Abel is digging papa's garden. Benjamin will 
plant it. Cinderella will bring him roses. Dora 



EXERCISES FOR THE SLATE. 



23 



will bring tulips. Ellen will bring anemones. 
Frederic will bring pinks. Gloriana will plant 
lily beds. Henry will bring tomato plants. 

Isaac is going to papa's farm to get milk. 
Josy and Carlito drink milk. Margaret brings 
milk to Lilian's kitty. Nina is Owen's darling. 
Papa is going in cars. Quick, papa ! car-bell is 
ringing. Susy puts kitty in Tony's cart. Ulysses 
Grant, ex-President, is going to visit Victoria. 

Willy brings his pet colts, X and Y , 

to Zeluco to harness, and will go to papa's farm. 

Tabular View of the Alphabet arranged according to 
the Organs of Utterance.^ 



Voice. 


Lips. 


Throat. 


Teeth. 


A 


B 


C hard 




D 


E 


F 


G „ H 






I 


M 


K 


1^ 


J 
L 





P 


Q 




RST 


u 


V ^ 


V 


:t 


L 


Y 








Z 


Vowels. 


Labials. 


Gutturals. 




Linguedentals. 



^ It is the symbolism of the organs of speech which gives radical 
significance to sound and articulation. 



24 EXEKCISES FOE THE SLATE. 

Then the teacher will ask what is the first sound in 
Abel, Benjamin, Cinderella, Isaac, &c., and can tell the 
children that proper names alwaj^s are written with these 
capitals ; also, the fii'st words in sentences and Hnes of 
poetry. It is also convenient to know the customary order 
of the Alphabet, and they wiU soon learu it by heart. 
A, B, C, D, E, F, G, H, I, J, K, L, M, N, 0, P, Q, R, 
S, T, U, V, W, X, Y, Z, &. But when the little letters 
are to be named, give the phonic powers onl3\ 

The object of this Part being to make one clear, strong 
impression of the true names of the Roman letters, no 
words are given which contain sounds that are not found 
in Latin. After having learned to know them at sight, the 
child can read Latin with a perfect pronunciation, and has 
the vocalization of most modern languages. 

In Part II. will be given those words of English which 
have sounds not found in Latin, and which are yet, unfor- 
tunately, written with Latin letters unmodified; such are 
the vowel-sounds heard in man, pun, not, err, and up, and the 
initial sounds of shin, thin, then, chin. In Part III. all the 
words wiU be given which have an anomalous writing of 
their sounds ; of which there are multitudes in the English 
language, constituting its principal difficulty to teachers. 

It is best that the learner should have each Part perfectly 
by heart, both to read and write, before the next Part is 
begun. 



Part II. 



ADDITIONAL PHONOGRAPHY. 

If Part I. is thoroughly studied, and the children are 
able to read, at sight, its columns of words and its Reading 
Lessons, an immensely strong impression of Phonographic 
Law will have been received, — a law which the Roman 
alphabet was intended to illustrate in the representation of 
Latin words to the eye. 

Now, the primal cause of the apparently lawless condi- 
tion of English orthography was the fact, that, though the 
Roman alphabet was perfect phonography for Latin, it 
lacked distinctive letters for the additional vowels and con- 
sonants heard in English; viz., the initial vowels of apt^ 
erst, ox, and up ; and the initial consonants of chin, shin, 
thin, and then. For one additional consonant {dsk), the 
letter _; was appropriated, which was superfluous in Latin, 
where it sometimes stood for i initial or final. 

But putting a dot over a, e, o, u, thus, a, e, 6, u ; and 
also two dots over i and y, thus, i, y, when they are diph- 
thongs, as in the words ice and Jly ; and two dots over u, 
ii, when it stands for the diphthong in tcse; and a dot under 
0, s, d, and t, when they stand for the initials of chin, 
shin, then, and thin, — a perfect phonogi'aphy could have 
been made for the English language ! And should it ever 
be determined, as many persons advise, that English be 
written phonographically, this alphabet is suggested: viz., 



26 ADDITIONAL PHONOGEAPHY. 

a, b, d, e, f, g, h, i, j, k, 1, m, n, o, p, r, s, t, u, v, w, x, 
y, z ; to which shall be added, a, e, 6, u, i, u, and c, s, d, 
t, with dots under them, to represent ch, sh, th of then and 
of thin (which are as different as d and t) . 

It is certainly true that, if the Enghsh language were 
so written, it would not be impossible to learn to read in a 
month, as may be inferred from the rapidity with which 
children learn to read Part I. As every letter would rep- 
resent but one sound or articulation, and as every sound 
would have but one letter to represent it, there never would 
be any doubt after the alphabet was made famihar. 

But we do not feel this argument of sufficient weight, 
to make a change so great in the present aspect of EngUsh 
words, obscuring derivations and hiding so much philologic 
and historical science as is fossilized in the present orthog- 
raphy ; for we know that, by enlarging the phonography 
with these pointed letters, and by gi'ouping all exceptions 
to this enlarged phonography^ (as will be done in our Part 
III.), all children can be taught to read in a sufficiently 
short time. And, in gi\ang the groups of exception, a 
great deal of knowledge may be incidentally conveyed, 
often explaining the anomaly itself. 

The groups of exception are easily remembered, because 
the grotesque is also a help to memory, and, after the chil- 
di'en have the phonographic law, the anomalous spelhng is 
"so funny" in the eyes of children. Contrast, no less 
than analog}^, is a law of memory. The more anomalous 
the exception, the smaller will be the group of words, 
which, being learned together, are remembered together. 
We speak here of what we know. We have taught suc- 
cessfully by this method for thirty years, with no book 
except a little one equivalent to the First Part, and giving 



ADDITIONAL PHONOGRAPHY. 27 

the rest of the language by help of blackboard and slates, 
grouping the exceptions as they arose in the reading les- 
sons, after the phonographic words had been learned as a 
.standard vocabulary. 

In the course of time, the pronunciation of English has 
so changed from its original saliency that the language is 
not really so significant to the ear as it is to the eye ; con- 
founding such words, for instance, as rite, write, right, and 
Wright, so very different in meaning, though all one to the 
ear ; and it is an inevitable consequence from this fact, 
that there is no language in which learning to read raises 
the mind above the level of a mere speaker so much as 
the English, and it is because of this superior significance 
of it to the eye. And is it worth while to diminish the sig- 
nificance of language to the mind, for the sake of learning 
to read it a little more quickly ? By our method, children 
who have been prepared by the orderly exercises of the 
Kindergarten to classify, can learn to read in a few weeks. 
To write the language phonographically would also anti- 
quate, for the masses, all that vast accumulated treasury 
of our libraries which will never be reprinted. It would 
simply render the akeady printed Enghsh a dead language. 

We, therefore, offer our method to settle the dispute ; 
inasmuch as, by following it, the reading of the language 
can be acquired in a very few weeks, if it is desirable to 
be in such a hurry. Our pointing enlarges the additional 
phonography a great deal, and obscures nothing ; and, 
besides, is only a provisional expedient, whose necessity 
is soon outgi'own. 

In this provisional alphabet, however, we shall not make 
new letters by putting dots under c, s, d, and t, for ch, sh, 
and th, because that would hinder more than it would help 



28 ADDITIONAL PHONOGRAPHY. 

a child to read our present print. It is easy to treat the 
combinations ch, sh, th, as single letters pronounced with 
one impulse of the organs. We therefore only point the 
vowels, a, e, 6, u, and the diphthongs i, y, and u, and the 
th, th when it sounds as in thin, to distinguish it from its 
sound in then. We shall also retain the k and q, z and y, 
of the Greek alphabet (k and q came into the later Latin 
as contractions of ca and cu) . k doubtless began to be 
used in English, after the c, by corruption, lost its hard 
sound before e and i ; (for instance, in kitten, — the dimin- 
utive of cat) . The EngUsh also took z out of the Greek 
alphabet for the soft s, which comes, by a necessity of 
articulation, as a, final after the sonorous consonants b, g, 
d, 1, m, n, r, and after final vowels, and between vowels 
in words. The}'' did not, however, write it in all cases 
where the sound occurs, or the English language would 
have as many z's written in it as the Polish. Wherever s 
sounds z in Enghsh, therefore, we shall put a dot over it 
thus (s) ; and when g sounds j we shall put a dofr over it, 
(g), and use the 9edilla under c (9), as the French do, 
when c stands for the sound s. 

The old Latin had the letter v both as vowel and conso- 
nant. In English, we put u for the vowel v, and w for a 
softened sound of the consonant, and thus gain those two 
new letters. The Greek letter y we also add where the 
Romans used i initial or final ; and as a final it often be- 
comes a diphthong. In Latin, the diphthong i was -written 
with two letters, ai or ae ; and the diphthong ii with the 
two letters, iu. The word " diphthong" was derived tcoxa. 
two Greek words, 8ig and cpdoyyog, and each ought to be 
written by the two letters of whose sounds it is composed. 
Two other diphthongs, oi, and ou or ow, are common to both 



ADDITIONAl, PHONOGEAPBnr. 29 

languages. "Improper diphthongs" we repudiate as a 
contradiction in terms. Two letters representing one sound 
make no diphthong. 

And, we sliould remember, printing began in an age 
when the sense of phonographic law seems to have been 
lost, and was made from manuscripts which had many 
contractions. The letter x was one of these contractions, 
used indifferently for gs and cs. 

The above remarks are all exclusively for the teacher ; 
and must be conveyed empirically to the children, according 
to their capacity of reception in each individual case. Let 
there be no hurry, and the result will be satisfactory. The 
new letters, including the combinations ch, sh, th, must be 
taught just as we taught the Roman alphabet in Part I. 
For instance, ask the children, seated in class, what is the 
first sound, or rather articulation, in chin ; and when they 
reply, tsh, ask them what letter represents it ; and, when 
they reply that there is no letter for it, rejoin, " No, tlie 
people who invented these letters never said tsh, and so 
made no letter for it. The English have made one 
by putting c and h together, to be enunciated as one 
letter. 

The second orthographic exercise will fix this in the 
mind. Then proceed with the initials of ship^ then, thin, 
and also of an, erst, ox, and up, — on each of which is an 
orthographic exercise, whose words can be written, and 
defined viva voce by putting them into sentences. "We 
shall, in this Part, give the Orthographic Exercises before 
we give the Reading Lessons ; but a judicious teacher will 
give them in alternation, or simultaneously with the Read- 
ing Lessons, 



30 



ADDITIONAL PHONOGRAPHY. 



Exercise I. — wh. 

The first orthographic exercise is on words beginning 

with tvh ; in which, however, the h is always pronounced 

before the w, discriminating to the ear the words when and 

wen, whet and wet, &c. , whose meanings may be compared. 



when 


wherry 


whelp 


whet 


whisking 


whelm 


whist 


whipping 


whinny 


whisk 


whisky 


which 


The word which introduces 








Exercise 


11.— ch. 




chin 


flinch 


arch 


chest 


chip 


lynch 


char 


chess 


chick 


fUch 


chart 


check 


chill 


which 


charm 


hench 


inch 


rich 


chant 


drench 


finch 


parch 


distich 


clench 


pinch 


larch 


children 


trench 


winch 


march 


chicken 


quench 


clinch 


starch 


wench 


squelch 




Exercise III. — sh. 




ship 


shrimp 


shed 


flesh 


shin 


shrink 


shaft 


fresh 


shift 


shrift 


sharp 


mesh 


dish 


shrill 


shark 


shred 


fish 


harsh 


shell 


sherry 


wish 


marsh 


shelf 


cherish 



ADDITIONAL PHONOGKAPHT. 



ai 





Exercise 


rV. — th in then. 




the 


with 


hither ^ 


father 


then 


within 


thither ^ 


farthing 


them 


withhold whither ^ 


gather ^ 


this 


nether 


^ whether ^ 


rather ^ 


that 


tether ^ 


^ brethren 


together ^ 




Exercise V. — th in thin, th. 




bath 


thin 


pith 


loth 


path 


think 


smith 


sloth 


math 


thing 


plinth 


forth 


tenth 


thick 


fifth 


growth 


length 


tlirill 


sixth 


ruth 


strength 


thrift 


width 


truth 


depth 


thresh 


doth 


seventh 


Exercise VI 


. — a, the vowel of i 


It. 


at 


add 


an apt 


gash 


bat 


bad 


ban rapt 


cash 


cat 


dad 


can cap 


dash 


fat 


gad 


fan gap 


fash 


gat 


had 


man hap 


lash 


hat 


lad 


pan lap 


mash 


1 See Exercise VIII 


2 Sgg Exercise "VI. 



32 



ADDITIONAL PHONOGRAPHT. 



mat 


mad 


tan 


map 


rash 


pat 


pad 


van 


nap 


sash 


rat 


sad 


bank 


pap 


slash 


sat 


brad 


dank 


rap 


crash 


vat 


band 


hank 


sap 


flash 


brat 


hand 


lank 


tap 


bland 


flat 


land 


rank 


flap 


brand 


cant 


sand 


sank 


trap 


gland 


rant 


mall 


tank 


slap 


grand 


grab 


bag 


drank 


clap 


strand 


slab 


fag 


flank 


strap 


stand 


ham 


g^g 


frank 


camp 


bang 


am 


lag 


crank 


damp 


fang 


dam 


nag 


back 


lamp 


gang 


jam 


sag 


hack 


ramp 


hang 


ram 


tag 


lack 


stamp 


pang 


dram 


wag 


pack 


cab 


rang 


cram 


flag 


rack 


dab 


sang 


slam 


crag 


sack 


gab 


tang 


sham 


drag 


tack 


jab 


clang 


act 


stag 


jack 


nab 


slang 


fact 


swag 


blank 


tab 


swang 


pact 


shag 


spank 


crab 


twang 



ADDITIONAL, PHONOGRAPHY. 



83 



ExEKCiSE Vn. 6, 


the vowel of 


ox and or. 


ox 


frog 


drop 


corn 


box 


flog 


chop 


horn 


fox 


cock 


prop 


lorn 


cob 


dock 


crop 


morn 


fob 


hock 


boss 


north 


job 


lock 


loss 


cord 


mob 


mock 


moss 


lord 


rob 


rock 


toss 


cork 


sob 


sock 


gloss 


fork 


odd 


crock 


dross 


f form 


cod 


clock 


floss 


norm 


hod 


block 


cost 


storm 


nod 


frock 


lost 


bosh 


pod 


flock 


tost 


slosh 


rod 


shock 


crost 


romp 


sod 


chock 


frost 


pomp 


shod 


fop 


froth 


don 


off 


hop 


cloth 


bond 


doff 


lop 


broth 


fond 


bog 


mop 


moth 


pond 


dog 


pop 


troth 


doU 


fog 


sop 


or 


16U 



34 



ADDITION"AL PHONOGRAPHY. 



hog 


top 


for 




poll 


jog 


stop 


nor 




tort 


log 


slop 


borr 


I 


sort 


clog 


flop 


lorn 




short 




Exercise VTEI 


. — e, the vowel of erst. 


erst 


fern 


stern 


never ^ 


her 


verb 


perl 


J 


sever 


err 


herd 


wert 


toper 


term 


sperm 


clerk 


sober 




Exercise IX 


. — u, the vowel of up 


. 


up 


dug 


but 


bung 


muss 


cup 


hug 


biitt 


hiing 


fiiss 


pup 


bug 


cut 


lung 


must 


sup 


miig 


hut 


rung 


riist 


gulp 


piig 


jut 


Sling 


biist 


pulp 


rug 


nut 


shrug 


diist 


hum 


lug 


riit 


stiing 


giist 


gum 


slug 


smut 


sliing 


jiist 


miim 


plug 


sliit 


strung 


trust 


riim 


snug 


shut 


sprung 


criist 


Slim 


bun 


strut 


swiing 


Clill 



1 The ending er is found generally in nouns derived from the Ger- 
man (nouns derived from Latin ending in or). 



ADDITIONAL PHONOGEAPKY. 



35 



swiim 


dim 


bud 


buck 


duU 


drum 


fun 


ciid 


duck 


giill 


gliim 


gun 


miid 


luck 


hiill 


pliim 


nun 


scud 


miick 


liiU 


blimp 


piin 


stiid 


ruck 


miill 


dump 


run 


suds 


Slick 


niiU 


hump 


sun 


diids 


tiick 


biilk 


lump 


stim 


buff 


stiick 


hiilk 


jump 


spun 


huff 


struck 


skiilk 


pump 


hunt 


liiff 


cliick 


giish 


nimp 


punt 


muff 


pliick 


hiish 


miimps 


brunt 


puff 


triick 


miish 


dumps 


grunt 


ruff 


blink 


riish 


clump 


blunt 


bluff 


hiink 


criish 


pliimp 


stunt 


stuff 


junk 


bliish 


slump 


shiint 


tuft 


Slink 


briish 


stump 


thrust 


gruff 


driink 


chiick 


thump 


crust 


cuff 


triink 


linder ^ 



Exercise X. — Diphthongs 

are two vowel sounds run together, forming a different 
sound from either. The first normal diphthong blends o 
and i, and in English is written oi and oy. 



J At least seven hundred words have un for the initial S7llable. 



ADDITIONAL PHONOGRAPHY. 



boy 


boil 


moist 


coy 


coil 


foist 


joy 


foil 


avoid 


toy 


moil 


devoid 


buoy 


soil 


adroit 


envoy 


coin 


exploit 


employ 


loin 


recoil 


destroy 


join 


embroil 


decoy 


point 


parboil 


convoy 


joint 


turmoil 


enjoy 


groin 


adjoin 


loyal 


spoil 


conjoin 


royal 


broil 


enjoin 


oil 


hoist 
Exercise XI. 




A second dipMhong is written ow and ou. 


COW 


gown 


drown 


bow 


town 


frown 


how 


clown 


brown 


mow 


fowl 


crown 


now 


cowl 


avow 


sow 


howl 


endow 


vow 


growl 


allow 



ADDITIONAL PHONOGEAPHT. 



37 



SCOW 


prowl 


down 


brow 


scowl 


renown 


plow 


crowd 


endows 


out 


bound 


fount 


bout 


found 


count 


lout 


hound 


mount 


rout 


mound 


bounty 


pout 


pound 


county 


shout 


round 


about 


snout 


sound 


account 


stout 


wound 


rousing 


spout 


ground 


mousing 


sprout 


noun 


sousing 


Exercise XII. — i and j, 


diphthong. 



We cannot give a great many words in our orthograph- 
ical exercises on the diphthongs, i, y, and U ; because, in 
most of the monosyllables in which they occur, there is an 
anomalous silent e at the end, whose consideration belongs 
to Part III., in which we treat of aU the anomalies (phono- 
graphically speaking) of the English language. 

bind kind grind mild 

find mind wind wild 

hind rind blind child 



38 ADDITIONAL PHONOGRAPHY. 

by dry pry sly 

my fly sty try 

thy fry shy spry 

cry ply spy why 

Exercise XIII. — ii, diphthong. 
iinity* iising amusing curing 

unison miising effusing abusing 

iinify fusing inf iising tort'iiring* 

Exercise XIV. — g='j- 

gem gipsy general 

gin hinging gentility 

gill bulging generality 

gist singing generosity 

Most of the words in English which have this g are 
from Norman French. The ending ge is, however, Saxon. 

Exercise XV. — c with the gedilla, 9 = 3. 

a^id taQitiirn felicity 

plaQid impli9it atrogity 

ta^it expliQit ferocity 

^ In words that have u after t, if the t is made a part of the pre- 
ceding syllable, and the u is pronounced carefully as a diphthong (iu), 
it will somewhat soften the preceding consonant by the necessity of 
articulation. 



ADDITIONAL PHONOGRAPHY. 



39 



process 


decimal 


rapaQity 


Qinder 


spe9imen 


opa.Qity 


penQil 


abba9y 


tena9ity 


flacgid 


soliQit 


vera9ity 


rancid 


soli9it6r 


prec69ity 


fencing 


eli9it 


feli9ity 


winding 


illiQit 


rusti9ity 


minting 


recipe 


vel69ity 


pierQing 


cura9y 


publi9ity 


spri9ing 


rejoi9mg 


menda9ity 


sliQing 


9itizen 


mendi9ity 


pricing 


^itadel 


dupli9ity 


glanQing 


pa9ify 


elasti9ity 


glaiiQes 


duode9imo 


electri9ity 


tranQes 


mediQinal 


eccentri9ity 


danges 


muni9ipal 


multipli9ity 



This corruption of c from its hard sound, and espe- 
cially words ending in ce (see Part HI.), are Norman 
French. 

N. B. It is hardly necessary to have a separate ortho- 
graphic exercise on the s which sounds like z : but learners 
can be taught to observe that, generally, when s follows, 
as a final, the vowels a, e, i, o, u ; or comes between two 
vowels, as in roses ; or follows the sonorous consonants 
b, g, d, 1, m, n, r, — we give the z sound. The z was 



40 ADDITIONAL PHONOGRAPHY. 

adopted into our language as a letter quite late, and so 
did not take the place of s in the majority of cases. 

It is a good plan to tell the children, arbitrarily at first, 
how to write apostrophes, and marks of punctuation. If 
explanation is asked, it can be given incidentally. 

N. B. The end of every independent sentence, and of 
every feriod, or complex of sentences, is marked by a dot, 
thus (.). In reading, the voice is dropped at this sign. 

A compUcated period consists of two or more members. 
When these are in opposition to each other, they are named 
colons (members) , and marked by two dots, thus ( : ) ; 
but, when they are parallel to each other, they are called 
semi-colons (half-members) , and marked by a dot and httle 
arc, thus ( ; ) . In reading, the voice is suspended a httle 
at the colon, and half as long at the semicolon. 

The parts of sentences or simple periods, or the least 
important parts of colons or semicolons, are commas (slices) , 
and are marked by a little arc, thus (,) ; and, in reading, 
by the shghtest pause. 

Interrogative sentences are marked by a peculiar sign, 
thus ( ? ) ; and, in reading, by the upward inflection. 

Impassioned sentences are marked by another peculiar 
sign, thus ( ! ) . 

Explanatory or incidental phrases and sentences are 
parentheses, and are put between brackets, thus (). 

Interruptions of sentences are marked hy dashes on 

each side, thus ( ) . Sometimes a dash is added to 

the other signs to strengthen them. 

The terms period, colon, semi-colon, comma, and paren- 
thesis, are applied to the signs that mark them. 



READING LESSONS. 

The very first of these lessons involves nearly all the 
orthographical exercises ; and, if these are attended to, as 
appendixes to it, the following lessons can be read pretty 
much at sight, and should be alternated with the ortho- 
graphical exercises, — a comparatively few words of which 
make a sufficient lesson, if the words are properly used as 
bases of conversational instruction. At first, the method 
may seem slow ; but, if faithfully carried out, it will be found 
to be sure, and, in the end, the most rapid way of learning. 
It is a capital method for foreigners. 

Lesson I. 
When the hens go into the bam, the old hen 
drops an egg into her nest ; and is very glad, I ^ 
think, when her chicks peck open the shells, and 
will very kindly help them to get out and riin 
about. 

Lesson II. 

When the chicks go out in the yard and run 
about, the old hen is very glad ; and the merry 
chickens grow^ into hens very fast. I^ think 

^ The capital I the children have learned. It is a diphthong. 
^ The mark of length is put over o to distinguish it from the diph^ 
thong ow. 



42 READING LESSONS. 

this is a hen's nest ; it is a bunch of dry grass, 
that the hen fixes to sit on and put her eggs 
into, using her bill for a hand. Henry is a 
merry boy, and holds a string for our funny 
kitty to pull. Kitty pulls it very hard, and rolls 
over on the grass, frisking about so merrily ! 

Lesson III. 

Papa wishes to go in the cars ; mamma and 
Flora will go with him. Nanny, bring mamma's 
velvet dress, and papa's velvet vest, and Flora's 
silk gown. Mamma is putting on her garnet pin, 
and ruby ring, and crimson scarf. Hark ! the 
car-bell rings ; the cars go very quickly. Henry 
is going to swim in the pond now ; for papa did 
not forbid it. Merry, happy Henry is full of fun 
and jollity. 

Lesson IV. 

Papa and mamma will go to sister Emma's wed- 
ding, starting to-morrow in the ten o'clock cars. 
Papa will go into town, and get for Emma an 
opal ring set in gold. Susan will get a pretty 
basket for her. Isabella will get pretty flowers, 



READING LESSONS. 43 

and fill Emma's basket full of them ; and I will 
get a goldfinch and a bullfinch, to sing to her in 
the morning a merry song. 

Lesson V. 
Emma, and her husband Julian, will go out 
of the church when the wedding is over; and 
get into the cars, to go to Rochester; then to 
Buffalo ; then to Detroit ; then to Minneapolis, 
in Minnesota, which is a town on the Mississippi 
River. God bless our charming Emma, and our 
darling Julian, and let them dwell in joy and 
contentment for ever. 

Lesson VI. 

Emma and the boys will go out of Minneap- 
ohs in the morning to the farm ; and it will be 
fun for the boys to go jumping over the rocks, 
and running about on the hills, and down on the 
banks of the river, with the pretty lambs and 
kids frisking about with them in the grass. 

This is a violet, a modest violet ; this, a cro- 
cus ; this, an anemone ! How prettily the spring 
blossoms out with flowers ! 



44 beading lessons. 

Lesson VII. 

The farm is a rural dwelling ; the farmer sells 
pigs, eggs, hens, chickens, tomatos, milk, vine- 
gar, colts, horses. Gilbert helps the farmer plant 
the corn. Henry digs the garden beds, and 
plants pinks, roses, crocuses, anemones. The 
morning-glory grows very quickly and very 
prettily. This morning-glory is red; this is 
pink ; this is yellow. The petunia is red ; so 
is this lily : but this lily is speckled ; it is a 
Japan lily. The farmer tells us this lily is the 
amaryllis. The portulaca is scarlet, A pink is 
pink generally ; but this pink is crimson ; scar- 
let is a different tint of red from pink and crim- 
son. The ruby is red ; the garnet is a darker 
red. Emma has several gems, — a ruby ring, 
and a garnet ring, and a topaz ring ; topaz is 
yellow. Emma is happy with such pretty rings, 
— her husband's presents to her, a bridal gift. 

Lesson VIII. 
Grandmamma had ten children, — Arnold, 
Bessy, Cora, Dalinda, Fanny, Gilbert, Helen, 



READING LESSONS. 45 

Isabella, Josy, Karlito ; and mamma has ten, — 
Lulu, Molly, Nanny, Oscar, Penelope, Rosalind, 
Susan, Tomazina, Vivian, William. I wish mam- 
ma to sing a song to her children and her 
sisters : for grand-papa is going on the cars to 
Lynn, and it will be dismal without him; for 
grand-papa is a jolly old man ! 

The lark puts its nest in the mud. If the lark 
tiiinks an egg in its nest is broken, or her chicks 
in peril, it drops down in an instant from the 
sky exactly upon it. For the eggs hold chick- 
larks, that wiU peck the egg-shells open ; and the 
old mamma-lark will help the chick-larks to get 
out and fly around, mounting up in the sky be- 
yond the clouds, and singing to the rising siin 
and dim morning-star. 

Lesson IX. 

In England, the lark soars aloft in the sun- 
shiny morning, as far up as the clouds, and far- 
ther, and exactly over its nest on the ground : 
but if an enemy attacks that, and puts in peril 
the eggs or the chick-larks, the papa or mamma 



46 BEADING LESSONS. 

lark (whichever it is) will drop down into the 
nest in a moment ; " its fluttering wings com- 
posed, its merry miisic still ! " 

Lesson X. 

It is a charming summer morning, with the 
larks singing, the flowers unfolding, and splen- 
did gold and silver clouds aloft. This is a 
splendid morning-glory. This is a petunia ; it is 
red, and so is this lily, which, as the farmer told 
lis, is an amaryllis. This dahlia is a splendid 
red ; this pink is not so red ; pink is a different 
tint of red from scarlet or crimson. The morn- 
ing-glory is the quickest flower to grow. 

Lesson XL 

Goldfishes and silverfishes swim about in the 
big glass tank. Fishes will harken to miisic ! 
Papa wishes Isabella to find his slippers, and 
bring them to him. Papa puts on his slippers, 
and is merry with his children; his boys hiig 
and kiss him. And mamma is glad that Helen 
brings flowers to put into his big glass goblet, — 



READING LESSONS. 47 

tulips, pinks, crocuses, wild spring-roses, petu- 
nias, portulacas, dahlias, a splendid morning- 
glory, a pink and speckled oriental lily. Is not 
papa's tumbler, which is so full of pretty flowers, 
a splendid present for mamma ? Papa helps 
mamma plant her flowers in the garden. Mam- 
ma expects papa every morning to help dig and 
plant things in the garden. best papa ! 
happy mamma ! 

Lesson XII. 
The papa-bobolink sits on the bush in the 
morning, and sings to the mamma-bobolink sit- 
ting on her eggs in the nest; in the eggs the cun- 
ning bobolinks grow, and, when big, will peck the 
shells open ; the mamma-bobolink will help them 
to do it, and is glad to get her chicks out. When 
it is dark, the old boboHnks and the chick-bobo- 
links go to bed together in their nests. When 
it is growing dark, the biilbul sings to the yellow 
primroses, that open as the siin is setting ; and, 
after it has set, it sings to the pretty twinkling 
stars. pretty twinkling stars ! In the morn- 
ing, the bidbiil will go into the bushes, and find 



48 BEADING LESSONS. * 

its dark nest, and, hiding itself in it, go to rest 
quietly. For the countless blessings that God 
our Father has given us for our enjoyment, let 
lis thank Him ! Let the children of His bounty 
bless the Lord ! Let us shout our thanksgivings 
for the tender kindness of our God to the chil- 
dren of men. Halleluiah! Glory to God for 
ever ! Amen. 

The above lessons are so full of pleasing images, that 
children will not tire of reading them over and over till 
they can do it at sight. 



Part III. 



ANOMALIES. 

The Orthographical Exercises and Reading Lessons of 
Parts I. and II. will give a child a clear conception of the 
phonographic law of English, and teach the mechanical 
operation of reading at sight. We have said that it was 
possible for children to learn this in a month. But, never- 
theless, we do not advise that they go over even this gi'ound 
in a mouth, but that they proceed so deliberatelj' as to 
learn a great deal more than mechanical reading ; viz., the 
significance of the bulk of the words in the columns, which 
they can do only by means of conversation involving the 
use of the words. (We take it for granted that the teacher 
will use judgment in at first passing lightly over words that 
do not belong to their children's vocabulary.) Not the 
simplest English book can be read, even mechanically, 
much less rhetoricallj', without consideration of other words 
that have become anomalous in spelling during the dark 
ages in which our current orthography' has grown up into 
its present shape, while the sense of phonographic law has 
been almost entu'cly lost. To these we now proceed. 

There are two causes for the discrepancy between the 
written and spoken English. The first cause is the change 
in pronunciation since the language has been written, which 
leaves a great many letters — formerly sounded — silent. 
In the Spelling Lessons of Part III. we shaU put all the 

4 



50 ANOMALIES. 

silent letters into the Italic type, and tell the children to 
neglect them in pronunciation. Then, in the last Ortho- 
graphic Exercises, we will class them, also, in groups, so 
that they may be associated together in the memory of the 
eye. The other cause of the discrepancies between the 
written and spoken EngUsh, is the fact that there has been 
a careless and capricious change of one vowel for another, 
making groups of words in which, for example, the nor- 
mal sound of the vowel i has been commuted, when long, 
into a small group of monosyllables ending with single e ; 
for instance, he, he, she, me, we : and into a large group 
where it is represented b}' ee ; as, bee, fee, &c. When 
short, this i sound of pin, in one instance, is represented 
by (in women) ; in another instance, b}^ ee in been ; also, 
by u in busy, and its derivatives, busily, busied, business. 

It has been m}^ habit, in teaching the anomalies, to begin 
with dictating, word by word, to children, some familiar 
song or hymn, and let them wiite it phonographicaUy. In 
one instance that I did this, the result on their slates 
was, — 

Ding, dong bell. Cats in the well. 

The cow jiimpt over the mun, 
The litl dog laft to si siich craft, 

And the dish ran after the spun. 

I told them that in old times they used to say jump-ed , 
and though they shortened the word now, still, they would 
generally find, in books, ed instead of t after p, thus — 
and I exemphfied on the blackboard for them to copy this 
and the other anomahes : — 





AJS-OMALIES. 


5 


ed = t. 


00= u. 


silent e. 


ee = i long. 


jumped 


moon 


little 


see 


lumped 


noon 


brittle 


bee 


pumped 


soon 


spittle 


free 


dumped 


spoon 


whittle 


flee 


whipped . 


boon 


kettle 


speed 


ripped 


coon 


settle 


weed 


shipped 


loon 


mettle 


seed 



I did not pretend to give any reason for writing the 
sound of u with oo, and the sound of i long with ee ; but 
said they would always find these words so in books. The 
silent e I explained to have been sounded in old times, 
though now it was only retained in the writing. I then 
asked them to try to pronounce the guttural gh ; and, as 
they found it difficult, I told them that many English words 
used to have this sound in them. But, as it was not easy to 
utter, they turned it into the sound /, or left it silent. I 
deferred a column of its analogues till another time ; merely 
showing them now, on the blackboard, how to write laughed, 
noticing the ed instead of t and the silent u in it, as facts. 

I found the children so amused at these exceptions that 
they wanted to increase the groups ; but this I was obliged 
to check, one anomaly in a group of words being enough 
for them to consider at present, and most of the words in 
which gh sounds as / having other anomahes. Clear and 
definite perception being the secret of memory, which is 
not an act of will, it is best to present one thing at a time 
in repeated impressions, till it is, as it were, stereotj'ped 
on the sensorium. 



52 ANOMALIES. 

In the following Reading Lessons, the ordinary English 
print is given in each alternate line, which the children can 
read a large part of at sight ; and in the interlinear lines 
the simplest possible phonographic representation of each 
word is made by means of the following letters, compre- 
hending all of the old Roman alphabet excepting c and g^ 
for which we substitute from the Greek alphabet ^, and 
add u and w, leaving out y, and putting j always for soft g, 
z always for soft s, and occasionally adding the sign of 
length to the vowels e, i, and o. Thus we get one definite 
sign for every sound in the EugUsh language, and but one; 
viz., a, b, d, e, f, g, h, i, j, k, 1, m, n, o, p, r, s, t, u, v, 
w, X, z ; a, e, 6, i\\ i, u, oi, ou ; ch, sh, th, tii, — thirty- 
five characters ; or, if we add e, i, and 6, to discriminate 
the long from the short sounds, as is sometimes desirable, 
— thirty-eight characters. 

This makes the simplest, and, in every respect, least 
objectionable phonography possible ; concealing no more 
fossilized philologic and historic science than is inevitable, 
if sound only is to be considered in writing the language. 

B}' orthographic exercises, the children will learn all the 
anomalies with surprising rapidity. The teacher should 
intersperse these Exercises with the Reading Lessons, 
because the children must needs learn them empirically. 
The teachers will observe that there are some laws, also, 
in this disorder ; and will gradually communicate them to 
the children. See Appendix to Part III., where they are 
grouped. 

For children dearly love to classify : classification is 
*'the fairy order," at whose touch upon chaos "Beauty 
awoke, and spoke the God." The intellect becomes con- 
scious to itself in the act of classifying. 



READING LESSONS. 

Lesson I. 

Sleep, baby, sleep ! 
Slip, beby, slip ! 

The cottage vale is deep ; 
The cottej vel iz dip ; 

The little lamb is on the green, 
The litl lam iz on the grin, 

With snowy fleece, so soft and clean. 
, With sno-i flis, so soft and clin. 

In the following Orthographic Exercise, the children 
wiU learn that the long i of machine is sometimes repre- 
sented in gi'oups of words by ee, ea, and even by single e ; 
also, that the long e of fete is represented b}^ a in baby, 
cottage, and vale, each of which heads a column of similar 
words. A final ge, they will also see, is pronounced j. 
The teacher can easily augment the columns with more 
analogues, when she sees it necessary to have a greater 
repetition of some anomaly. 



sleep 


clean 


he 


baby 


age 


vab 


deep 


lean 


she 


lady 


gage 


tale 


creep 


mean 


me 


shady 


page 


gale 


sweet 


neat 


we 


gravy 


rage 


pale 


green 


meat 


be 


navy 


cott-age 


male 


fleeQe 


treat 


ye 


wavy 


plum-age 


sale 



54 READING LESSONS. 

Lesson II. 

Sleep, baby, sleep ! 

I would not, would not weep ; 
I wud not, wud not wip ; 

The little lamb, he never cries, 
The litl lam, hi never kriz, 

But bright and happy are his eyes. 
But brit and happy ar hiz iz. 

Sleep, baby, sleep ! 

Silent o, 1, b, gh, and e. 

wouM lain6 , bri^At cries eye* 

couZd lim6 i'ighi flies eyes 

should clim6 Xiglii tries dye 

thum& might dies dyes 

"When words of the same sound, but different spelling 
and meaning, occur, the teacher should notice it. No time 
is ever lost by dwelling on single words as object lessons. 
It impresses both forms and meanings, to compare them. 

Lesson III. 

Sleep, baby, sleep ! 

Near where the woodbines creep ; 
Nir hwar the wudbinz crip ; 



READING LESSONS. 55 

Be always like the lamb so mild, 
Bi olwez lik the lam so mild, 

A kind and sweet and gentle child. 
A kind and swit and jentl child. 

Sleep, baby, sleep ! 

e = k (in care), a = 6. ay = e. 

where wood hall way always 

there good call day alter 

ere hood, &c. want, &c. say, &c. falter, &c. 

Lesson TV. 

Sleep, baby, sleep ! 

Thy rest shall angels keep ; 
Thy rest shal anjelz kip ; 

While on the grass the lamb shall feed, 
Hwil on the grass the lam shal fid. 

And never suffer want or need. 
And never suffer wont or nid. 

Sleep, baby, sleep ! 



56 READING LESSONS. 

g=j. a. and a,n = 6. 

gentle want cobalt halter 

gem war assawlt malt 

gill was fazJt salt 

angels wast palter all 

N. B. A review of these four lessons might be made 
by giving the children the book to learn from it the four 
verses by heart. Those persons "who do not wish that the 
English spelling should be made phonographic, may object 
that childi-en will be likely to get confused in their own 
script by seeing the phonographic representation. We have 
not found it so in our teaching ; but, supposing they 
should be, it perhaps would be a good compromise to make, 
to let the script be phonographic, provided it does not pre- 
vent their recognizing the words in their customary spelling 
when they see them printed. It is phonotypy only that we 
deprecate. A script phonogi-aphy would tend, perhaps, to 
conserve the present pronunciation of the language. The 
desirable thing is to preserve the present print intelligible 
to the eye^ for the light it throws on meaning by suggesting 
derivations, and keeping intelhgible the existing printed 
literature. 

And now is a good time to introduce the script lettering, 
which is most easily done through the Italic letters written 
by the teacher on the blackboard, to be copied by the chil- 
dren on their slates. 



reading lessons. 57 

Lesson Y. 

The Cherry Birds. 

Robin, Dicky, Flapsy, and Pecksy were 
Robin, Diky, Flapsy, and Pecsy wer 

four little birds that had just left their 
for litl herds that had jiist left thar 

mother's nest, to go and take care of 
miitherz nest, to go and tek car 6v 

themselves. As soon as they had said 
themselvz. Az sun az the had sed 

good-by to their father and mother, they 
gud-b'i to thar father and miither, the 

winged their way to the fields, to find 
wingd thar we to the fildz, to find 

some little mates, who would go with 
Slim litl niets, hu wild go with 

them and help build their nests. They 
them and help bild thar nests. The 

soon found mates ; and then away they 
sun found mets ; and then awe the 

flew to choose trees for their new homes, 
flu to chuz triz for thar nu homz. 



58 READING LESSONS. 

A fine large cherry-tree stood in a beau- 
A fin larj cherri-tii stud in a bii- 

tiful garden. They alighted upon it, and 
tiful gardn. The al'ited upon it, and 

no sooner had they nestled among its 
no suner had the nesld amiing its 

leaves, than down came a gentle shower 
livz, than doun kem a jentl shouer 

of rain, that cooled the air, and washed 
6v ren, that culed the aer, and wosht 

every green thing that grew, — robins 
every grin thing that gru, — robinz 

and all. Did you know that birds love 
and 61. Did yu no that berdz liiv 

to be washed as well as little boys and 
to bi wosht az wel az litl boiz and 

girls ? 
gerlz ? 

When the shower was over, the sun- 
Hwen the shouer woz over, the sun- 
beams shone on all the rain-drops in the 
bims shon on 61 the rendr6ps in the 



BEADING LESSONS. 59 

lily-bells that grew in the grass ; and the 
lili-belz, that gru in the grass ; and the 

green leaves and red cherries glistened 
grin livz and red cherriz glisend 

in the light. The little robins hopped 
in the lit. The litl robinz hopt 

out from under the leaves, and stood in a 
out from under the livz, and stud in a 

row on a branch of the tree. Then Robin 
ro on a branch 6v the tri. Then Robin 

chose a nice large ripe cherry, the finest 
choz a nis larj ripe cherri, the finest 

one he could see, and gave it to his mate, 
wiin hi cud si, and gev it to hiz met. 

But his mate was too polite to eat it ; so 
But hiz met woz tu polit to it it; so 

she passed it to the next bird, and he 
shi past it to the next herd, and hi 

passed it to the next, and many times it 
past it to the next, and menni timz it 

was passed up and down the row. At last, 
woz past up and doun the ro. At last, 



60 READING LESSON'S. 

I guess, Dicky asked his mate to taste it ; 
I ges, Diky askt hiz met to test it; 

for she accepted and ate it, and then whis- 
for shi acsepted and et it, and then hwis- 

tled softly, as if to say, " How very nice 1 " 
Id softH, az if to se, " Hon veri nis ! " 

Then another fine cherry was chosen and 
Then aniither fin cherri woz chozn and 

passed along ; and they were quite as 
past along ; and the wer kwit az, 

polite about that. I wish I could under-^ 
polit about that. I wish I cud under- 
stand what robins say, for I cannot think 
stand hwot robinz se, for I cannot think 

what made these polite little birds eat the 
hwot med thiz polit litl herds it the 

cherries at last. When they had gathered 
cherriz at last. Hwen the had gatherd 

and eaten as many as they wished, and 
and iten az nxenni az the wisht, and 

whistled each time, " How very nice ! " 
hwisld ich tim, " Hou veri nis ! " 



EBADING LESSONS. 61 

each little pair flew away, and I saw them 
ich litl per flu awe, and I so them 

no more. Are little children always as po- 
no mor. Ar litl children olwez az po- 
lite to each other as these little birds were ? 
lit to ich iither az thiz litl berdz wer ? 

" Do unto others as you would like 
" Du linto iitherz az yu wud lik 

others should do unto you." This is the 
iitherz shud du iinto yu." This iz the 

golden rule, — and politeness, 
golden rul, — and politnes. 

Lesson VI. 

The Garden of the Mind. 

One beautiful spring morning, a mother 
Wim biitiful spring morning, a miither 

took her three children into the fields, 
tuk her thri children into the fildz, 

where they rambled by the brook, and 
whar the rambld bi the bruk, and 



62 READING LESSONS. 

gathered blooming flowers, and saw the 
gatherd bluming flouerz, and so the 

leaves of the trees unfolding to the warm 
,hvz 6v the triz unfolding to the worm 

breezes ; and heard the song of the larks, 
brizez ; and herd the song 6v the larks, 

as they rose from their nests on the 
az the roz from tliar nests on the 

ground to meet the rising sun, and to 
ground to mit the rizing siin, and to 

tell their joys to him. The fields were 
tel thar joiz to him. The fildz wer 

full of glory. The wild rose bloomed 
ful 6v glory. The wild roz blumd 

in the hedges, the violet and the lily nes- 
in the hejez, the violet and the lih nes- 
tled in the grass, and the red poppy raised 
Id in the grass, and the red poppi rezd 

its head above the young corn. The 
its hed abiiv the yung corn. The 

brook sparkled as the little fishes divided 
bruk sparkld az the litl fishez divided 



READING LESSONS. 63 

its waters ; and the children shouted and 
its waterz; and the children shouted and 

skipped for joy. The happy mother sat 
skipt for joi. The happi miither sat 

upon the bank, and smiled to see their 
upon the bank, and smild to si tliar 

sport, 
sport. 

When they were tired of play, she called 
Hwen the wer tird 6v pie, shi cold 

them to her side. They brought her the 
them to her sid. The brot her the 

flowers they had gathered, and wreathed 
flouerz the had gatherd, and rithd 

them into garlands, 
them into garlands. 

Then little Malvina laid her head upon 
Then litl Malvina led her hed upon 

her mother's lap, and the others nestled 
her miitherz lap, and the litherz nesld 

upon the skirts of her garments, 
upon the skerts 6v her garments. 



64 READING LESSONS. 

And the mother spoke these sweet 
And the muther spok thiz swit 

words to her children : " You are my gar- 
werdz to her children : " Yu ar mi gar- 
den," she said ; " this little circle of loving 
dn," shi sed ; " this litl sercl 6v luving 

children is my garland of flowers. Mal- 
children iz mi garland 6v flouerz. Mal- 

vina is my bright crocus ; Theodore is 
vina iz mi brit crocus ; Thiodor iz 

my blooming rose ; and is not Grace a 
mi bluming roz ; and iz not Gres a 

tender and delicate violet? But in the 
tender and deliket violet? Biit in the 

hearts of my children are the sweetest 
hartz 6v mi children ar the switest 

flowers. Love, truth, and conscience are 
flouerz. Liiv, truth, and conshens ar 

the flowers of the heart. Love is more 
the flouerz 6v the hart. Liiv iz mor 

glowing than the rose ; truth is brighter 
gloing than the roz; truth iz bfiter 



READnTG LESSONS. 65 

than the crocus ; conscience is more deli- 
than the crocus ; conshens iz mor deli- 
cate than the violet. The leaves of these 
ket than the violet. The livz 6v thiz 

flowers are unfolding now in the spring- 
flouerz ar unfolding nou in the spring- 
time of my children's life, as the plants 
tim 6v mi childrenz lif, az the plants 

unfold their leaves in the spring-time of 
unfold thar livz in the spring-tim 6v 

the new year. Are there any weeds grow- 
the nu yir. Ar ther enni widz gro- 

ing among the flowers ? If they are not 
ing amimg the flouerz ? If the ar not 

torn up by the roots, they will grow over 
torn lip hi the ruts, the will gro over 

the flowers and hide them. So, if naughty 
the flouerz and hid them. So, if noti 

thoughts enter the garden of the mind, 
thots enter the gardn 6v the mind, 

they will spoil the goodness of my chil- 
the wil spoil the gudnes 6v mi chil- 



66 READING LESSONS. 

dren. As the brook waters the field, so 
dren. Az the bruk woterz the fildz, so 

God waters with his love the garden of 
God woterz with hiz liiv the gardn 6v 

the mind ; but my children must drive 
the mind ; biit mi children must driv 

away the naughty thoughts that spoil its 
awe the noti thots that spoil its 

beauty, or God's love will not fill it with 
biiti, or Godz luv wil not fil it with 

glory when the sun sheds his light in the 
glori hwen the siin shedz hiz lit in the 

fields, but will rain tears of sorrow." 
fildz, but wil ren tierz ov sorro." 

The children kissed their dear mother's 
The children kist thar dir miitherz 

lips, from which came these sweet words, 
lips, from hwich kem thiz swit werdz, 

and, full of solemn thoughts, they rambled 
and, ful 6v solem thots, the rambld 

home, wreathed in their favorite flowers, 
horn, rithed in thar fevorit flouerz, 



READING LESSONS. 67 

How can children drive away naughty 
Hou can children dr'iv awe noti 

thoughts ? There is only one way. They 
thots? Thar iz onli wiinwe. The 

must begin to do some pretty or good 
must begin to du sum pretti or gud 

thing, and then they can have no time for 
thing, and then the can hav no tim for 

naughty thoughts. For naughty thoughts 
noti thots. For noti thots 

are thoughts of mischief, or unkindness, 
ar thots 6v mischif, or linkindnes, 

or any wrong feeling, 
or enni wrong filing. 

Lessoist VII. 
The Butterfly. 

Cain and Abel were the first children 
Ken and Abel wer the ferst children 

of Adam and Eve. Cain cultivated the 
6v Adam and Ive, Ken cultiveted the 



68 BEADING LESSONS. 

ground, and was very selfish, and would 
ground, and woz veri selfish, and wud 

give no one any portion of the good 
giv no wiin enni porshiin 6v the gud 

things he possessed. But Abel, who 
things hi possest. But Abel, hu 

tended sheep, was generous and gentle, 
tended ship, woz jeneriis and jentl, 

and gave to all a part of what he had ; for 
and gev to 61 a part ov hwot hi had ; for 

he remembered God was bountiful to 
hi rememberd God woz bountiful to 

him. 

him. 

One day, Cain was angry with Abel, 
Wiin de. Ken woz angry with Abel, 

and struck him, so that he was killed ; 
and striik him, so that hi woz kild ; 

and he was frightened when he saw that 
and hi woz fritend hwen hi so that 

he had killed Abel, and fled away from 
hi had kild Abel, md fled awe from 



READING LESSONS. 69 

his home. Abel was the first person who 
hiz horn. Abel woz the ferst persn hu 

had died in the world, and his parents 
had did in the werld, and hiz parents 

did not know where his soul was gone, 
did not no whar hiz sol woz gon. 

And Thirza, who loved her brother very 
And Therza, hu liivd her bruther veri 

dearly, mourned with them every day, 
dirli, mornd with them everi de, 

because the good son and dear brother 
becoz the gud sun and dir bruther 

was no longer with them, 
woz no longer with them. 

One day, Thirza walked into her gar- 
Wiin de, Therza wokt into her gar- 
den. It was full of cool shades and fra- 
dn. It woz ful 6v cul shedz and fre- 

grant flowers, a little paradise of sweets, 
grant flouerz, a litl paradis 6v swits. 

As she approached her favorite rosebush, 
Az shi approclid her fevorit rozbusli, 



70 HEADING LESSONS. 

she beheld a voracious caterpillar. It was 
shi beheld a voreshiis caterpillar. It woz 

devouring the leaves and blossoms of the 
devouring the livz and blossomz 6v the 

tree. Thirza was frightened when she 
tri. Therza woz fritend hwen shi 

saw the destruction of her beloved flow- 
so the destrucshiin 6v her beluved flou- 

ers ; and when she looked nearer, and saw 
erz ; and hwen shi lukt nirer, and so 

the jaws of the caterpillar, she ran to tell 
the joz ov the caterpillar, shi ran to tel 

her brother Seth. " Look ! " she said, " a 
her bruther Setii. " Luk ! " sh! sed, " a 

monster is devouring my rosebush, and 
monster iz devouring mi rozbush, and 

sits upon the branches ! " 
sits upon the branches!" 

Then Seth went into the garden, and, 
Then Seth went into the gardn, and, 

when he looked upon the caterpillar, he 
hwen hi lukt upon the caterpillar, hi 



BEADING LESSONS. 71 

knocked it off, and said that he would kill 
nokt it off, and sed that he wud kil 

if, that it might not devour her flowers, 
it, that it mit not devour her flouerz. 

He shook the bush, and the caterpillar 
Hi shuk the bush, and the caterpillar 

fell to the ground, 
fel to the ground. 

" Oh, do not kill it ! " said Thirza. " It 
" 0, du not kil it ! " sed Therza. " It 

meant to do no harm. It did not know 
ment to du no harm. It did not no 

how much I love my flowers. It eats the 
hou much I liiv mi flouerz. It its the 

leaves that it may live, as we eat. I will 
livz that it me liv, az wi it. I wil 

put it where it will do no harm, and shall 
put it hwar it wil du no harm, and shal 

have enough and be happy." 
hav iniif and be happi." 

" But we have power to kill animals," 
" But wi hav pouer to kil animalz," 



72 BEADING LESSONS. 

said the boy. " And we have power to be 
said the boi. " And wi hav pouer to bi 

kind to them ; and it is being like God to 
kind to them ; and it iz biing hk God to 

be kind to all" So Thirza took the cater- 
bi kind to 61." So Therza tuk the cater- 
pillar, and made a place for it to live in, 
pillar, and med a pies for it to liv in, 

and gave it leaves and blossoms to eat 
and gev it livz and blossomz to it 

every night and morning ; for the cater- 
everi nit and morning ; for the cater- 
pillar wishes only to eat And the angels 
pillar wishes onli to it. And the anjelz 

looked down from heaven, and said, " The 
lukt doun from hevn, and sed, " The • 

goodness of God dwells in the heart of 
gudnes 6v God dwelz in the hart 6v 

that sweet woman." 
that swit wuman." 

And it grew to be the dusk of evening. 
And it gru to bi the diisk ov iv-ning. 



- READING LESSONS. 73 

The sun was setting behind the hill tops, 
The siin woz setting behind the hil tops, 

aiid the flowers were folding themselves 
and the flouerz wer folding themselvz 

to sleep. Early the next morning, Thirza 
to slip. Erli the next morning, Therza 

walked into her garden, and looked for 
wokt into her gardn, and lukt for 

the caterpillar ; and, when she did not see 
the caterpillar; and, hwen shi did not si 

it, she said, " It must be asleep : I will not 
it, shI sed, " It must be aslip : I wil not 

waken it, but gather fresh leaves while 
wakn it, but gather fresh livz hw'il 

the dew is on them ; " for she loved the 
the du iz on them ; " for shi luvd the 

animal, because she was kind to it. And 
animal, becoz shi woz kind to it. And 

she brought the food ; and where the cat- 
she brot the fud ; and hwar the cat- 
erpillar had been was a little silvery case, 
erpillar had bin woz a littl silveri kes, 



74 READING LESSONS. 

in which it had wrapt itself. She ran to 
in hwich it had rapt itself. Shi ran to 

her parents, and said, " My caterpillar is 
her parents, and sed, " Mi caterpillar iz 

dead, and is buried in this curious grave, 
ded, and iz berrid in this ciiriiis grev. 

Will it ever come forth again ? " 
Wil it ever ciim forth agen ? " 

Thirza knew not that the caterpillar 
Therza nu not that the caterpillar 

wove its own tomb, or that it would ever 
wov its on turn, or that it wud ever 

burst out of it, with a beautiful new body, 
berst out ov it, with a biitifiil nu bodi. 

They carried the silvery tomb into the 
The carrid the silver! turn into the 

house ; and the father said, " Perhaps this 
hous ; and the father sed, " Perhaps this 

will teach us something." As it lay in 
will tich lis siimthing." Az it le in 

the hut, they often looked upon it, and 
the hut, the ofen lukt upon it, and 



READING LESSONS. 75 

thought of their dear Abel in his grave, 
thot 6v thar dir Abel in hiz grev. 

One morning they were all sitting to- 
Wiin morning the wer 61 sitting to- 
gether, and conversing upon the death of 
gether, and conversing upon the deth 6v 

their son and brother, when they heard a 
thar sun and bruther, hwen the herd a 

slight rustling, and the shell-like case of 
sl'it rustling, and the shel-like kes 6v 

the insect was seen to move of itself, 
the insect woz sin to muv 6v itself. 

They drew near, and looked with wonder 
The dru nir, and lukt with wiinder 

Upon it. 
upon it. 

All at once the silvery tomb burst, and, 
01 at wims the silveri turn berst, and, 

lo ! a living creature came forth, and 
lo ! a living crit-iir kem forth, and 

spread its wings. The wings were blue, 
spred its wingz. The wingz wer blu, 



76 READING LESSONS. 

like the sapphire, or like the blue sky 
lik the safir, or lik the blu ski 

when it is clear, and they had a golden 
hwen it iz clir, and the had a goldn 

border. In the shell-like case, where it 
border. In the shel-lik kes, hwar it 

had slept, stood a reddish drop, like blood, 
had slept, stud a reddish drop, lik bliid. 

The new-born being rose on fluttering 
The nu-born biing roz on fluttering 

wings, and flew away over the tops of the 
wingz, and flu awe over the tops 6v the 

blossoming trees, 
blossoming triz. 

" Life springs from death," said Thirza. 
"Lif springz from deth," sed Therza. 

Then joy filled the parents' hearts, and 
Then joi fild the parents' harts, and 

they thought of their son who had slept 
the thot 6v thar sun hu had slept 

the sleep of death. It seemed as if the 
the slip 6v deth. It simd az if the 



READING LESSONS. 77 

butterfly was the word of God, to tell 
biitterfli woz the werd 6v God, to tell 

them that Abel lived again in a more 
them that Abel livd agen in a mor 

glorious form ; and they forgot death and 
glorius form ; and the forgot deth and 

the grave in thinking of the beauty that 
the grev in thinking 6v the biiti that 

springs from it. 
springs from it. 

N. B. The foregoing lessons have been made as beau- 
tiful with imagery, and as interesting with meaning, as 
possible, that children might read them over and over ; 
until by means of them, and the orthographical lessons 
which the teacher will connect with them, the mechanical 
part of reading shall have been mastered. 

In order that the phonographic representation should 
not displace the impression of the ordinary spelling, let the 
children be told to read the upper line, and look at the one 
below only when an anomalous word bafl3es them. They 
can have a slip of paper, also, to lay over the phonographic 
line, when they have studied out the pronunciation ; and, 
besides, the accompanying orthographic exercises are to 
be rehed upon to impress the ordinary spelling. 

Let there be no oral spelling exercises. They are worse 
than useless. 



78 EEADIKG LESSONS. 

The children should follow up these lessons with story- 
books, song-books, and Monroe's Readers, which are made 
interesting with pictures ; for children will only read with 
expression what excites their emotions, and fills their im- 
agination, or interests their understanding. They will then 
read as eloquently as they talk. 



APPENDIX. 



We arrange, for the convenience of the teacher, the 
anomalies which grew up in the wi'itten English during 
the long time when what we now call standard English 
was evolving from the many dialects that had been, and 
still are, spoken in different parts of England, and were 
all wi'itten down by the Latin monks in the Roman letters 
just as they were variously pronounced. 

We give a group of each of the anomalies : some of 
which are exhaustive, but others are not so. Of the last 
we give only enough specimen words to make a strong 
impression of the form, rel^dng upon its contrast to the 
phonographic rule to stimulate the attention and impress 
the memory. We shall put the sign, &c., at the end of 
each of these specimen gi'oups. But we recommend that 
pupUs have manuscript books, in which a separate page 
(sometimes many pages) be devoted to each anomaly ; and, 
in the course of theu' school life, let them fill up the im- 
perfect groups as they enlarge their knowledge of words 
by their reading. The words we select are those suggested 
by the Reading Lessons, and belonging to the vocabulary 
of common conversation and children's books. 

If it would not make our Primer altogether too bulky, 
we would give, so far as we see it, the genesis of each 
anomaly ; which sometimes can be imparted to the chil- 
dren in the famihar conversation, and will help them to 
the memory of the word, however exceptional in form. 



80 



APPENDIX. 



But this we must omit ; only urging upon teachers to seek 
this knowledge in histories of language (Marsh's, Latham's, 
dec), that they may be able to use it on occasion. "We 
shall Hmit ourselves to giving only an occasional hint in 
this dii'ection. 

The anomalous writing of the i short of pin and long 
of machine makes four groups ; besides, short i being 
written by o in women ^ by u in busy, busily, busied^ and 
business, by ee in been and breeches, and by ei in forfeit ; 
and long i by eo in people. 



Group I. 

e = i long, as in machine. 



be 


me 


eke^ 


mere 


glebe 


he 


we 


eve 


sere 


these 


she 


ye 


mete 


here 


theme, &c. 






Group II. 








ee = i 


looig. 




bee 


deed 


beer 


beet 


sheep 


fee 


feed 


deer 


feet 


sleep 


lee 


heed 


jeer 


meet 


steep 


see 


need 


leer 


sleet 


sweep 


wee 


meed 


meer 


sheet 


deem 


flee 


weed 


peer 


street 


seem 


free 


bleed 


veer 


fleet 


teem 



1 Italicized letters are silent. 







APPENDIX. 


81 


glee 


creed 


seer 


sweet 


queen 


tree 


freed 


sheer 


eel 


teeth 


khee 


steed 


sneer 


feel 


teethe 


thee 


screed 


cheer 


heel 


seethe 


three 


speed 


queer 


keel 


sleeve 


keen 


beef 


leek 


peel 


freeze 


seen 


reef 


meek 


reel 


cheese 


ween 


beeves 


reek 


steel 


geese 


green 


deep 


seek 


wheel 


flecQe 


sheen 


peep 


week 


breeze 


beech 


screen 


weep 


creek 


sneeze 


speech 


spleen 


creep 


sleek 


wheeze 


leech, &c, 






Group III. 








ea^i 1 


long. 




lea 


beak 


, ear 


deal 


beam 


pea 


leak 


dear 


heal 


ream 


tea 


peak 


fear 


meal 


seam 


sea 


weak 


hear 


peal 


team 


flea 


creak 


gear 


seal 


steam 


plea 


freak 


near 


veal 


cream 


eat 


speak 


rear 


weal 


dream 


beat 


squeak 


tear 


zeal 


gleam 



82 



APPENDIX. 



feat 


tweak 


shear 


steal 


scream 


heat 


streak 


spear 


squeal 


stream 


meat 


wreak 


smear 


east 


bream 


neat 


bean 


each 


beast 


ease 


peat 


dean 


beach 


feast 


lease 


seat 


lean 


reach 


least 


crease 


bleat 


mean 


teach 


yeast 


grease 


cheat 


yean 


peach 


deaf 


grease 


treat 


clean 


breach 


leaf 


cease 


wheat 


glean 


preach 


sheaf 


tease 


heath 


leap 


leash 


mead 


pease 


sheath 


heap 


bead 


read 


please 


wreath 


reap 


lead 


leaves 


sheathe 


beneath 


cheap 


plead 


sheaves 


breathe 



The long sound of i is also written b}' ay and ey in quay 
and key (which are pronounced alike) . But ey, as a final 
ww-accented syllable, is pronounced as i short in 





Group IV. 




alley 


barley 


jockey 


galley 


parley 


motley 


valley 


parsley 


volley 


abbey 


kidney 


medley 


lamprey 


chimney 


pulley, &c, 



APPENDIX. 



83 



By making the e silent, in the following groups we have 



ie and ei = i long. 






, 


Group V. 




brief 


field 


fiend 


chief 


shield 


niece 


thief 


wield 


piece 


fief 


yield 


shriek 


grief 


priest 


achieve 


relief 


cashier 
Group VI. 


believe, &c, 


seize 


receive 


conceive 


ceiling 


deceive 


deceit, &c. 



The long e of the Roman alphabet is written in English 
by a, ai, ay, ey, and ei ; for instance : — 



fade^ 
jade 
lade 
made 



Group YIL 

I = e long {as in fete) . 

came age bane 

fame page cane 

game rage fane 

lame sage lane 



1 TMs final silent e seems to have been used arbitrarily to distin- 
guish words and final S3'llables with long vowels, from those with short 
ones, as note from not, &c. 



84 





APPENDIX. 




wade 


name 


stage 


mane 


grade 


same 


cage 


pane 


shade 


tame 


wage 


vane 


faQe 


frame 


cottage 


wane 


la^e 


shame 


plumage 


plane 


mage 


bale 


foliage 


ake 


pa^e 


dale 


ravage 


bake 


rage 


gale 


savage 


cake 


bra^e 


hale 


ape 


lake 


graQe 


male 


cape 


make 


tra^e 


pale 


nape 


shake 


chage 


sale 


tape 


spake 


chase 


stale 


shape 


rake 


case 


scale 


crape 


drake 


base 


bale 


grape 


wake 


bate 


cave 


drape 


flake 


gate 


gave 


gaze 


quake 


hate 


lave 


haze 


stake 


late 


pave 


maze 


snake 


mate 


rave 


raze 


babe 


pate 


save 


craze 


glade 


rate 


stave 


blaze 


blade 


grate 


wave 


glaze 


spade 


prate 


shave 


daze 


trade 





APPENDIX. 


8 




Group Viil. 






ai = 


e long. 




aid 


ail 


fain 


sprain 


laid 


hail 


gain 


maize 


maid 


mail 


lain 


baize 


paid 


nail 


slain 


raise 


raid 


pail 


stain 


praise 


staid 


quail 


swain 


bait 


aim 


rail 


wain 


gait 


claim 


sail 


main 


strait 


maim 


snail 


pain 


wait, &c 



Sometimes ai is put for e short, as in said, 
and again (pronounced sed, &c.). 



against, 





Group IX. 






ay = 


= e long. 




bay 


lay 


say 


pray 


day 


slay 


stay^ 


play 


fay 


may 


way 


spray 


gay 


pay 


sway 


tray 


hay 


ray 


gray 


fray 


jay 


dray 


flay 


stray 



86 





Group X. 






ey = e long. 




grey 


whey 


convey 


prey 


obey 


survey 


they 


hey! 


purvey 



vezn 
reins 



Group XI. 

ei = e lone/ and short. 

veil femt 

skein friend 



heinous 
heifer 



In the two last groups the- y and i are simply silent, and 
the e retains its Roman sound. 

O long is only otherwise represented in a few foreign 
words ; viz, hautboy^ beau, and bureau. 

U long (not the diphthong ii) is represented by o, ew, 
oe, and oo : as in 

Group XII. 







o = u lo7iff, in 


do 


who 


move whose whom woman 


to 


two 


prove lose wolf bosom 
Group XIII. 

ew = u long, in 


brew 


drew 


grew shrewd new 


crew 


chew 


threw slew news 


flew 


dew 


shrew stew thews, &c. 



And by oe in shoe and canoe. 



APPENDIX. 



87 







Group XIV. 






00 


= u long and short. 




good 


book 


cool 


boom 


boon 


hood 


cook 


fool 


doom 


coon 


mood 


brook 


pool 


loom 


loon 


rood 


crook 


spool 


bloom 


moon 


stood 


hook 


drool 


broom 


noon 


wood 


shook 


stool 


room 


soon 


hoof 


look 


wool 


groom 


spoon 


roof 


nook 


boor 


coop 


swoon 


proof 


rook 


moor 


droop 


buffoon 


woof 


took 


poor 


hoop 


dragoon 


coot 


coo 


roost 


loop 


festoon 


hoot 


moo 


aloof 


sloop 


harpoon 


moot 


too 


behoof 


stoop 


poltroon 


root 


tooth 


reproof 


swoop 


balloon 


soot 


sootli 


bamboo 


scoop 


bassoon 


shoot 


booth 


saloon 


hoop 


raccoon 


boot 


smooth 


cocoon 


baboon 


cartoon 



Group XV. 

u becomes the consonant w in 

anguish linguist dissuade 

languish penguin persuade 

languid sanguine unguent 



88 appendix. 

Group XW 

u is combined with silent letters o, e, and i. 



you 


rue 




bruit 


your 


sue 




ivmi 


tour 


true 




suit 


troup 


accrue 




cruise (of oil) 


group 


construe 


cruise 


youth 


surtout 




bruise 


soup 


cartouch 
Group XVII. 


recruit 


The a in 


ax is represented by 


a, ay, ai, 


ei, ea, and e. 


bare 


blare 


air 


^eir 


care 


stare 


fair 


their 


dare 


share 


hair 


bear 


fare 


spare 


lair 


pear 


hare 


square 


chair 


tear 


mare 


flare 


stair 


swear 


rare 


glare 


affair 


ere 


ware 


prayer 


despair 


where 


tares 


repair 


mohair 


there 



1 This group, and also Groups V., VL, and XL, ought to have 
been arranged with those of other silent letters. 







APPENDIX. 


8 






Gkoup XYIII. 




The e in erst is represented by 


i, o, u, also 


followed hy r. 


irk 


girl 


curb 


ciir 


word 


dirk 


whirl 


curd 


fur 


worth 


mirk 


firm 


tiirf 


purr 


worst 


smirk 


flirt 


surf 


burr 


worm 


quirk 


dirt 


ciirl 


spur 


wort 


fir 


shirt 


furl 


lirn 


work 


sir 


skirt 


hiirl 


burn 


worse 


stir 


twirl 


durst 


turn 


tutor 


whirr 


urge 


curst 


spurn 


labor 


bird 


surge 


burst 


ciirt 


tabor 


gird 


purse 


scurf 


hurt 


arbor 


squirt 


curse 


blur 


liirk 


ardor 


girt 


nurse 


blurt 


burke 


splendor 


And other words 


ending in or 


•, derived from the Latin. 






Group XIX. 






6 in ox and or is written by a, au 


, aw. 


wad 


swab 


haul 


draw 


wan 


swap 


caul 


^naw 


was 


wasp 


cause 


claw 


war 


watch 


sauQe 


flaw 


aU 


swamp 


daub 


awl 



90 



1 


APPENDIX. 




ball 


quart 


vault 


bawl 


call 


squad 


fraud 


crawl 


faU 


squat 


nau^^t 


drawl 


gall 


dwarf 


tsiught 


scrawl 


hall 


thwart 


csiiight 


shawl 


pall 


ward 


gaudy 


brawl 


tall 


wart 


audit 


brawn 


wall 


warn 


auburn 


spawn 


stall 


warp 


pauper 


drawn 


bald 


want 


defraud 


dawn 


scald 


quarry- 


applaud 


fawn 


halt 


quarrel 


applause 


lawn 


malt 


quadrant 


plaudit 


pawn 


salt 


quadrate 


exhaust 


hawk 


smalt 


quatrain 


default 


squaw 


baZk 


squander 


assault 


yawn 


ca?k 


squadron 


caw 


straw 


ta?k 


squahd 


daw 


yawl 


wa?k 


quality 


law 


sprawl 


sta?k 


warrant 


maw 


^shaw 


swan 


warrior 


saw 


sward 


wand 


warfare 


paw 


mawkish 


what 


warren 


jaw 


lawyer 


warm 


swallow 


raw 


sawyer 


swarm 


wallow 


thaw 


lawful 



APPENDIX. 



91 





Gkoup XX. 






u in up is loritten sometimes by o 


and oo. 


son 


dove 


honey 


stomach 


ton 


love 


money 


bombast 


won 


glove 


covet 


pommel 


done 


shove 


color 


monday 


none 


above 


shovel 


one (wim) 


wont 


among 


cover 


on9e (wims) 


front 


other 


lover 


bomb 


month 


mother 


wonder 


blood 


doth 


brother 


worry 


flood 


dost 


smother 


comfort 




Four 


of the above groups (V., VI., 


XI., and XVI.) 


rather b( 


3lonff among the ! 


groups of silent letters. 



Group XXI. 

The diphthong ii is written ew, ue, eau, lew. 



ewe 




mew 


feud 


ewer 




new 


feudal 


skewer 




few 


imbue 


pewter 




hew 


indue 


curfew 




pew 


eulogy 


sinew 




spew 


beauty 




Also 


in view and lieu. 





92 appendix. 

Group XXH. 

The diphthong i is written by y sometimes^ and aye, eye. 



by 


sky 


fly 


spry bye 


cry 


sly 


pry 


Yfhy dye 


dry 


spy 


ply 


wry lyre 


fry 


sty 


my 


try pyre 




And in choir {quire) . 






Group XXIH. 




Permutation of Consonants. 


The sound of/ 


is represented, 


in a large number of 


words derived from 


the Greek, by ph, of which the follow- 


ing are some 


: — 






nymph 




zephyr . 


camphor 


lymph 




hyphen 


graphic 


sylph 




9ipher 


pamphlet 


sphinx 




trophy 


phantom 


phiz 




sophist 


seraph 


phase ^ 




typhus 


phonic 


phrase^ 




orphan 


triumph 


sphere 




dolphin 


pheasant, &c. 



a = e long in these words. 



APPENDIX. 

Gkoup XXIV. 



93 



Also the sound of f is represented in a few Keltic words 
by gh. 



lawgh 
draught 



cowgh 
slough 



rough 
enough 



Group XXV. 

The sound of k is represented in a few Keltic words by gh, 



lough hough 



shough (lok, &c.) 



Geoup XXVI. 

k is also represented in a great number of words derived from 
Greek and Italian^ by ch {2) • 



Christ 


chrome 


chorus 


chrism 


school 


stomach ^ 


chyle 


chyme 


anchor 


chord 


scholar 


schedule 


conch 


monarch 


chrysalis 


scheme ^ 


orchis 


architect 


chasm 


strychnine 


patriarch, &c. 




1 e = i long, and = u. 





94 APPENDIX. 

Group XXVII. 

The sound of v is represented hy f in the word of (ov) , and 
by pli in Stephen. 

Group XXVIII. 

The sound of th is represented hy gh in trough. 

Group XXIX. 

ch is represented by teo in a few words. 

courteous beauteous righteous 

Group XXX. 

S is represented by c in a large number of wordSj gen- 
erally derived from the Latin through the Norman French, 
who corrupted the Roman sound of c, which was hard. 





s represented by 9. 




aqe 


henqe 


notige 


faqe 


fenge 


powltige 


Isiqe 


penge 


solstige 


ma^e 


thenge 


fiirnage 


pa^e 


whenge 


nuisange 


rage 


pringe 


finan9e 


braQe 


singe 


abstinenge 


plaQe 


minge 


attendange 



APPENDIX. 



95 



chaQe 


quinqe 


abundange 


grage ^ 


wiriQe 


accordance 


farge 


jounQe 


discordange 


triiQe 


pomiQe 


arrogance 


spruQe 


bounQe 


radiange 


sluiQe 


lanQe 


incumbrange 


jui§e 


dan^e 


precipige 


'iqe 


glance 


prelacy 


diqe 


change 


legacy 


liqe 


voige 


fallagy 


miqe 


choige 


lunagy 


mqe 


deuge 


papagy 


riqe 


rejoige 


privagy 


spiqe 


penange 


ecstagy 


sliqe 


servige 


poligy 


Viqe 


crevige 


vacancy 


twige 


devige 


vagrangy 


thriqe 


advige 


buoyangy 


triQe 


jiistiQe 


poignangy 



Some orthoepists say that s becomes sh in some words, 
as in sure, &c. ; but, if u is pronounced as a diphthong, 
it will be impossible to avoid the s taking, as it were, the 
sound of sh, and sure sounds shure. 



1 a = e long in the above words. 



96 



APPENDIX. 





Geoup XXXI. 




1. sh i 


is often represented by 9ia 


, 9io, 9ie. 


social 


speQialty 


musiQian 


spegial 


S09ialism 


magigian 


spaQioiis 


benefiQial 


optiQian 


speQioiis 


finariQial 


patriQian 


liisQious 


commerQial 


physi9ian 


angient 


glagial 


rAetori^ian 


presQient 


offiQial 


p6liti9ian 


presQienge 


provinQial 


geometriQian 


2. sh is 


sometimes represented hy ( 


je and S9I1. 


OQean 


creta9eous 


sap6na9eous 


schist 


QetaQeous 


arena9eous 


SQhistoiis 


crusta^eous 


farina9eous 


filaQeous ^ 


herbaQeoiis 


f61ia9eous 



Group XXXII. 

3. sh is very often represented hy ti, tio, tia. 

ratio solution partial 



nation 
ration 



ablution 
dilution 



martial 
fa9etious 



1 a = e long. 





APPENDIX. 


97 


notion 


exhaustion ^ 


seditious 


gentian ^ 


combustion ' 


flagitious 


,tertian 


congestion ^ 


propitious 


fustian ^ 


digestion ^ 


nutritious 


c/iristian ^ 


suggestion ^ 


factitious 


station 


proportion 


fictitious 


action 


contortion 


li9entious 


faction 


insertion 


compunctious 


fraction 


desertion 


adventitious 


traction 


corruption 


ostentatious 


section 


irruption 


disputatious 


diction 


adoption 


superstitious 


fiction 


exemption 


surreptitious 


sanction 


redemption 


consgientious 


unction 


proscription 


sententious 


function 


perQeption 


contentious 


junction 


ingeption 


iuQautioiis 


suction 


rcQeption 


vexatious 


mention 


devotion 


infectious 


lotion 


emotion 


proposition 


motion 


invention 


supposition 


potion 


attention 


disposition 


option 


fruition 


exposition 


portion 


tuition 


repetition 


bastion ^ 


ambition 


disquisition 


1 In these words the sound is not sh but ch. 
7 



98 



APPENDIX. 



Group XXXHI. 



4. sh and zh are represented hy 


si and si. 


occasion 


illusion 


profession 


abrasion 


elusion 


digression 


evasion 


exclusion 


aggression 


invasion 


delusion 


transgression 


persuasion 


contusion 


progression 


adhesion 


explosion 


repression 


cohesion 


collusion 


depression 


dcQision 


diffusion 


impression 


pregision 


conclusion 


discussion 


asQension 


suffusion 


concussion 


dimension 


intrusion 


percussion 


collision 


compulsion 


dismission 


effiision 


revulsion 
Group XXXIV. 


commission 


5. sh 


is sometimes represented hy ^h. 


Qhaise 


capuQhin 


pistachio 


Qharade 


charlatan 


chevalier 


Qhagrin 


Qhivalry 


chandelier 


Qhemise 


chivalrous 


chicanery 


maghine 


parachute 


machinery 


mustache 


•seneschal 


nonchalance 


galoQhes 


chamois 


charivari 



APPENDIX. 99 

Gkoup XXXV. 

6. sli is represented hy se. 
nausea nauseate 

It is also well to show cMldren that it is the perfect 
sounding of the diphthong u that makes the t of such 
words as vest-ure, feat-ure, seem to be softened. This deli- 
cacy of pronunciation can be taught by dictating such 
words in syllabic analysis, keeping the t in the preceding 
syllable. 

Children can also take "Worcester's Dictionary, and select 
the words in which g sounds like j before e and i. It is 
an exception to the rule of the English language when it 
does so. All Saxon words retain the hard g before e and i. 
Words with g like 7 come from the Norman French. 

The g like 7, the children are to be taught to mark with 
the dot wherever it occurs, and also the s like z. The lat- 
ter is easily found, because it is a necessity of articulation 
after the sonorous consonants and vowels, with a few ex- 
ceptions, like gas, but which some people pronounce gaz. 

Gkoups of the Words with Silent Letters. 

Beside those anomahes of writing which have arisen 
from the attempt to unify the pronunciation of the various 
dialects of the English shires, written phonographically ere 
these became one nation, there are others consisting of 
silent letters. These can be referred to the loss of that 
vigor of utterance, which takes place in the civilization of 
people that is generally in inverse ratio to the cultivation 
of personal power, and to an idiosyncrasy of the English 
people, — a tendency to contraction in utterance. 



100 



APPENDIX. 



We have indicated many of these in the above groups 
by italicizing them in the print ; for we endeavor to re- 
tain their representation, on account of the indication they 
give of derivations which define the significance of the 
words, suggesting their history, which is a too valuable 
knowledge to risk losing for the sake of any advantages 
offered by an utterly new phonography. 

The letter most frequently silent is e; which is seen 
without being heard in 68,000 English words, reckoning 
in the e of the finals en and el (where it is so obscure as to 
be virtually silent) , and the e in ed (the grammatical ending 
of the past tense of many verbs) . 

Silent e has akeady been seen in Groups I., IV., VII., 
XI., XIV., XV., XVI., XIX., XX., XXI. ; and the final 
silent e is found in monosyllables and the accented final 
syllables of words whose vowel sound is long or a diph- 
thong which is always long. Also, in some words with 
short vowels and in itnaccented final syllables ; such as 
-ile, -ine, -ite, -ive, -ble, -cle, -die, -fie, -gle, -kle, -pie, 
-tie : for instance, — 





Gkoup 


XXXVI. 




doe 


subscribe 


give 


fertile 


foe 


transcribe 


Uve 


servile 


hoe 


prescribe 


gave 


pristine 


roe 


sapphire 


have 


destine 


toe 


transpire 


are 


promise 


aloe 


perfUme 


care 


senate 


Clie 


suffiise 


share 


pirate 





APPENDIX. 


101 


hiie 


compose 


"nurse 


able 


true 


marine 


curse 


saddle 


sue 


machine 


purse 


tangle 


robe 


rapine 


festive 


treacle 


rode 


serene 


olive 


trifle 


role 


inflate 


motive 


tackle 


bone 


complete 


furtive 


supple 


gone 


corrode 


sportive 


tiissle 


fete 


consume 


active 


little 


cope 


indite 


serviQe 


whistle 


cube 


polite 


futile 


dazzle 


bribe 


entrange' 


fa9ile 


muzzle 


scribe 


en'trauQe 


missile 


grizzle, &c. 



Group XXXVII. 

a is silent in cocoa, bohea, and guinea ; also, in the following 
words : — 



head 


break 


oak 


coat 


dead 


steak 


soak 


boat 


read 


heard 


cloak 


bloat 


dread 


hearse 


croak 


float 


tread 


earl 


coax 


moat 



102 




AJ>PENDIX. 




spread 


pearl 


hoax 


boast 


thread 


earn 


soap 


roast 


stead 


learn 


loan 


toast 


threat 


yearn 


moan 


goad 


death 


search 


roan 


load 


breath 


hearth 


groan 


road 


wealth 


oaf 


coal 


toad 


stealth 


loaf 


foal 


boast 


health 


oats 


goal 


roast 


breadth 


oath 


shoal 


toast 


great 


loathe 


loaves 


oar, &c. 



geoup xxxvm. 

i is silent in business, and with e before or after it. {See 
Group v., 8^c.) After u in Choup XV., we repeat — 



brief 


shield 


seize 


bruit 


thief 


field 


ceiling 


fruit 


fief 


wield 


receive 


suit 


grief 


yield 


deceive 


cruise 


niece 


priest 


conceive 


cruise 


piece 


shriek 


deceit 


bruise 


relief 


believe 


conceit 


recruit, &c. 



APPENDIX. 



103 





o is silent in 




young 


nourish 


tournament 


touch 


flourish 


tortuous 


double 


southern 


gibbous 


doublet 


journal 


nervous 


couple 


journey 


anxious 


couplet 


sojourn 


frivolous 


courtesy 


adjourn 


famous 



There are seven hundred more words ending in ous. 
The may be said to be silent also in words ending with 
tion and sion, for it is so obscure. Also, see Groups 
XXIX. and XXX. 





Gkoup XXXIX. 






Silent u before i and e 


and ( 


after a. 


gMide 


hawnch 




liqwor 


guise 


laz^nch 




coqwette 


guile 


stawnch 




piqi^et 


guBbrd 


cratmch 




masqwerade 


ai^nt 


lawndry 




palanqtan 


vawnt 


lawndress 




paroqwet 


flawnt 


conqwer 




excheqwer 



104 



APPENDIX. 



iugue 

V3.gue 

plagwe 

brogwe 

rogtce 

Yogue 

eclogwe 

fatigz^e 

intrigwe 



Geoup XL. 

Also, silent ue Jinal after g and q. 

iiniq^we harang'we 



antiq'i^e 

critiq'we 

caziq'we 

techniq'we 

burlesq'we 

grotesq'we 

mosqwe 



epilog'we 

-prolog^ie 

apolog'z^e 

diialog'ue 

decalog'we 

cktklog'ue 

demag6g'i«e 

monolog'we 



Consonants, as well as vowels, are sometimes silent in 
words by phonetic decay, often by necessity of articu- 
lation. 





Group XLI. 








b is silent before t 


and 


after m. 


de&t 


lini6 






b6in6 


dou6t 


crim6 






crum6 


redowbt 


com& 






succum& 


debtor 


duni& 






c6xcom6 


subtle 


nuni6 






catacomS 


tom6 


pliim?) 






currycom& 





APPENDIX. 


105 




Group XLII. 




d is silent before n, t, 


, and i 


5, 4-C. 


stacZtholder 


hanc?some 


wet^nesday 


hancZkerchief 


• 


And before ge final. 




hkdge 


dredge 




midge 


ikdge 


fledge 




ridge 


edge 


■pledge 




hridge 


ledge 


sledge 




hudge 


sedge 


dodge 




judge 


wedge 


lodge 




grudge 


hedge 


podge 




trudge 




Group XLIII. 




c is silent before ; 


a in the words czar and < 


czarina ; and before 


t in victuals 


and indict ; and 


after 


s in the following 


words : — 








scene 




sceptre 




putrescent 


scent 


scientist 




convalescent 


scythe 


sciolist 




acquiescent 


scion 


scimitar 




reminiscent 


ascend 


sciatica 




omniscient 


ascent 


viscera 




susceptible 



106 



APPENDIX. 



descend 


fascinate 


iridescent 


descent 


ascetic 


eviscerate 


crescent 


irascible 


arborescent 


viscid 


corpuscle 


efflorescent 


scissors 


excrescent 


effervescent 


scission 


transcendent 


condescend 


abscind 


ascendant 
Gkoup XLIV. 

g is silent before n, 


transcendental 


^nat 


consign 


campaign 


^nash 


condign 


rei^n 


^nome 


ensign 


fei^n 


^nu 


benign 


dei^n 


gnomon 


malign 


ioY^ign 


assign 


resign 


paradigrm 



Group XLV. 

h is often silent when initial, 

hour ^os^ler Mmor 

honest Aonor y^Umility 

And is silent after g in 

g^oul ghostly burgher 

g^ost agAast g^yll 





APPENDIX. 


V 




h is silem 


t after r in 




rAyme 


mjrrh 


rAetoric 


rhythm. 


catarrA 


rAapsody 


rheum. 


rAubarb 


rAeumatism 


rh6m.b 


rAomboid 


rAeumatic 


And in istAmus and astAma. 




Geoup 


XLVI. 




gh, ugh, and 


igh are often i 


iilent when final, and before t. 


sigh 


Might 


bought 


weigh 


riigh 


dight 


sought 


neigh 


\jtiigh 


light 


wrought 


sleigh 


dough 


wight 


thou^At 


weight 


though 


right 


bou^A 


height 


although 


bright 


plou^A 


height 


borough 


mght 


slough 


slm.ght 


iurlough 


p%At 


through 


spei^At 


tjhorough 


sli^At 


inveigh 


tau^At 




Group 


XLVII. 






k before i 


a is silent. 




knah 


^nelt 


knob 


knuckle 


knkg 


^nell 


knot 


knight 


kukck 


A^now 


knock 


kniie 


knkrl 


A:noll 


knit 


kniYes 



107 



108 



APPENDrX. 





Group XLVEI. 






1 is silent before m, 


f, V, d, and k. 




ba?m 


caZf 


wou?d 


baZk 


caZm 


haZf 


could 


ta?k 


pa/m 


saZve 


should 


waZk 


a?ms 


calves 


salmon 


csiulk 


qualms 


halves 


almond 


foZks 



Group XLIX. 

n Jinal is silent after m and 1. 



hymn 


solemn 




condemn 


Yuan 


column 




contemn 


dkmn 


autumn 
Group L. 




kiln 




p is silent before s and t. 




j9shaw 


empty 




impromptu 


j9salm 


exempt 




peremptory 


psalter 


attempt 




sumptuary 


j9seudo 


contempt 
Group LI. 




ptarmigan 




s is silent before 1, n, and 


final m. 


isle 


island 




viscount 


aisle 


' demesne 




apropos 



appendix. 
Group LII. 

t is silent before the finals en and le. 



109 



of^en 


casi^le 


thisde 


soften 


bristle 


whistle 


moisten 


grisrte 


throsde 


glisten 


josde 


apostle 


listen 


hiis^le 


episrte 


hasten 


riisifle 


misdetoe 


chasten 


nesrte 


mortgage 


christoas 


pesfle 

And before final ch. 


chestnut, &c. 


ba^ch 


la^ch 


hi^ch 


ca^ch 


pa^ch 


piteh 


ha^ch 


snatch 


stitch 


scratch 


boteh 


difch 


ma^ch 


noteh 


wi^ch 


despatch 


wa^ch 


switch 



Geoup LIII. 

w silent initial, and in sword and answer. 

WYj wiing wren whole 

torit torist wrenoh wvig^e 

wvHq lorath torestle t^jrinkle 

tcrithe torap toreak «^rangle 



110 appendix. 

Group LIV. 

ch is silent in 
schism dracAm jSLcht 

Group LV. 

ph is silent in 
phthisis and phthisic 



Note. — We claim that the foregoing method of teach- 
ing children to read English, according to the phono- 
graphic classification of words, is the best /or their minds; 
because it gives scientific method and appreciation of law 
as their practical experience. 

Even if it did put off the date of learning to read till 
children are seven years old, so much the better ; because 
that will leave time for the healthy and complete develop- 
ment of senses, understanding, and expression, such as 
constitutes the Kindergarten education, where doing pre- 
cedes analysis, and mental synthesis ; preparing them to 
use written or printed words intelligently, after they have 
been made hving things by their meaning. Nevertheless, 
for the last thirty years, children of four, five, and six, 
have been taught on this method, which is a more rapid 
one than any of the ingenious contrivances by which chil- 
dren's memories are crammed with words, that prevent the 
natural development of their minds. 

When, by our Primer, they have learned to know words 
at sight, they can take a story-book, or Monroe's Readers, 
and will immediately learn to read with expression. 



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